teamwork - zohowinlearning.zohosites.com/files/pdf/teamwork/teamwork l3.pdf · teamwork • 15...

TeamworkLevel 3

Worldwide Interactive Network, Inc.1000 Waterford Place, Kingston, TN 37763 • 888.717.9461

©2008 Worldwide Interactive Network, Inc. All rights reserved.

2 • Teamwork

Copyright © 1998 by Worldwide Interactive Network, Inc. ALL RIGHTS RESERVED.Printed in the U.S.A. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, photocopying, recordingor otherwise without the prior written permission of Worldwide Interactive Network,Inc.

ACT™ and WorkKeys® are trademarks of ACT, Inc. Worldwide Interactive Network,Inc. is not owned or controlled by ACT, Inc.; however, ACT, Inc. has reviewed thesetraining materials and has determined that they meet ACT, Inc.’s standards for WorkKeysTraining curriculum. The WorkKeys employment system is a product of ACT, Inc.

The use of materials in this manual does not imply any specific results when WINmaterials are used with the ACT WorkKeys system.

Requests for permission to reproduce or make other use of this material should beaddressed to:

Worldwide Interactive Network, Inc.1000 Waterford PlaceKingston, Tennessee 37763 USATel: (865) 717-3333Fax: (865) [email protected]

Teamwork • 3

HI!! My name is EdWIN. I will be your guidethrough Teamwork. Look for me to pop up throughoutyour lessons to give you helpful tips, suggestions, orreminders as we go along.

You are about to begin Level 3 of Teamwork. Letme ease your mind about what this course is all about.We are specifically concerned with the skills necessaryto become an effective team member in the workplace.It is my goal to be the best guide I can be to help youdevelop your teamwork skills to the point that you cango into any workplace situation with confidence.

Now, you may be asking yourself, “How can I learnto work as a team member in a self-study environment?”That’s a good question. Even though you may bestudying on your own, this course will teach younecessary skills that will enable you to work effectivelyon a team. All teams, no matter what type they maybe, are made up of individual members. If each memberknows and practices proper teamwork guidelines andskills, then that team will be more effective.

If you should happen to be working with apartner(s) in the study, you will still be able to applythe techniques and exercises to work effectively tocomplete this level.

INTRODUCTION

Hi, I’m Edwin!

4 • Teamwork

I will be asking you to do some role playing andwriting assignments, so I’ll give you fair warning now.OK, I heard that groan …. I promise I won’t ask toomuch! Don’t skip them though or you’ll wish you haddone the practice later. This study is all about teamworkand you are my partner(s), so I’m counting on you todo your part.

So, without further ado, let’s begin … Are youready? OK, then, turn the page.

INTRODUCTION

Teamwork • 5

OUTLINE

LESSON 1 Introduction

LESSON 2 Task Skills

LESSON 3 Performance Results and Problems

LESSON 4 Positive and Negative Feedback

LESSON 5 Relationship Skills

LESSON 6 Summary

LESSON 7 Posttest

REFERENCE Test-Taking TipsBibliography

6 • Teamwork

INTRODUCTION

JOBS, DUTIES AND RESPONSIBILITIES,AND GOALS

Exactly what is a job? The dictionary defines a jobas “an activity performed for payment.” To expandupon that definition, a job is a specific collection ofexpected work actions and contributing results that aredefined, assigned, and routinely performed by specificemployees.

Every job requires a degree of specialization; no oneemployee does everything. In an effective and smoothlyrunning company, there are no unnecessary jobs andsuccess depends on everyone knowing and doing theirjobs willingly, working cooperatively with others, andconsistently striving to do their best in a timely fashion.This course will focus on jobs and how they interact ina company using a teamwork format.

Duties and responsibilities associated with any jobare varied and have different degrees of difficulty andworkload. In most cases, they will be specificallyoutlined in a job description. The job description willtell you exactly what your responsibilities are and wherethey end. We will discuss the job description in greaterdetail in the next lesson.

The goals are, of course, what you or your employerexpect to accomplish upon completion of the specifictask or job.

LESSON 1

I owe … I owe …it’s off to work I go!

Teamwork • 7

EXERCISE – JOB RESPONSIBILITIES

Instructions: Think about the duties and job responsibilities associated with each job titlelisted below. Write a brief description of at least 3 or more in the spaces provided.

1. Airline Pilota. _______________________________________________________b. _______________________________________________________c._______________________________________________________

2. Postal Workera. _______________________________________________________b. _______________________________________________________c._______________________________________________________

3. Firemana. _______________________________________________________b. _______________________________________________________c._______________________________________________________

4. Park Rangera. _______________________________________________________b. _______________________________________________________c._______________________________________________________

5. Nurse Assistanta. _______________________________________________________b. _______________________________________________________c._______________________________________________________

6. Hairdresser/Barbera. _______________________________________________________b. _______________________________________________________c._______________________________________________________

LESSON 1

8 • Teamwork

SUGGESTED ANSWERS TO EXERCISE

Compare your answers to the job responsibilities shown beneath each job title. Do any ofyour answers match? If not, that doesn’t necessarialy mean you are wrong! Most likelyanswers will vary.

1. Airline Pilota. safety of passengersb. follow airport regulationsc. promptnessd. crew leadership

2. Postal Workera. customer servicesb. sort mailc. sell mailing suppliesd. deliver mail

3. Firemana. safety of citizensb. make sound decisionsc. use firefighting equipmentd. abide by rules for properly extinguishing fires

4. Park Rangera. safety of othersb. teach public about othersc. provide public assistanced. park cleanliness

5. Nurse Assistanta. accuracy of patient informationb. patient carec. evaluate patients’ healthd. relay information to doctors

6. Hairdresser/Barbera. haircutsb. hairstylesc. schedule customersd. maintain clean and organized work station

LESSON 1

Teamwork • 9

Exercise – Uncovering What I Do

Instructions: People often do their jobs without much thought to the structure or sequenceof the work. This exercise is designed to help you begin to discover variousstrands of your work and how it is related to the work of others. If you are astudent, your work may simply be the responsibility to learn. Please answerquestions as they relate to any and all job related activities you assume.

PART A:

Ask yourself the following questions:

1. How long were you on the job (in school) before you felt you reallyunderstood what your job was?

2. What (who) helped you figure out what your job was?

3. How did you discover what your job was not?

LESSON 1

10 • Teamwork

PART B:

Arrange to interview a co-worker, peer student, family member, etc. Begin by explainingyou are conducting a course activity in which you must describe your job to them. Use thefollowing 3 questions to prepare your job explanation.

1. How long were you on the job, (or in school) before you felt youreally understood what your job was?

2. What (who) helped you figure out what your job really was about?


After your job explanation, listen to your partner as you interview him/her using the same 3 questions. Read the questions one at a time and write their responses on the following page.

LESSON 1

Teamwork • 11

PART C:

Use the following 3 questions to conduct your interview.

1. How long were you on the job, (or in school) before you felt youreally understood what your job was?

2. What (who) helped you figure out what your job really was about?


LESSON 1

12 • Teamwork

LESSON 1

Additional notes/responses:

Teamwork • 13

PART D:

After the interview, answer the following questions:

1. Why is it important for employees to know what their duties andresponsibilities are?

LESSON 1

14 • Teamwork

2. Why is it important for employees to anticipate problems that occurin their jobs?

LESSON 1

Teamwork • 15

LESSON 1

DEFINE TEAMWORK AND ITS BENEFITS

Teamwork can be defined as any workplace groupwith a common goal and ownership of sharedresponsibility in achieving that goal. An effective teamis one where everyone on the team is committed toeach other’s success and the success of the project orgoal.

Until recently, the traditional method of work hasgenerally been of an individual nature. If you have muchwork experience, you probably worked in this type ofenvironment, a workplace situation where you had aspecific job description you alone were responsible tocomplete. Because of this, most people have not beentrained specifically for teamwork, and may feel a bituncomfortable with this concept. This lack of traininghas not happened because teamwork skills have beenconsidered unimportant, but more likely because theseskills have been considered an inborn personality traitthat one either has or doesn’t have.

It is true that some people are more naturallyinclined to be a “team player” than others, but there isabsolutely nothing wrong with those that work (or play)well on their own. You probably know which type youare. Do you enjoy team sports, for instance, or wouldyou rather participate in a sport that does not dependon anyone else’s performance to attain success? Wouldyou rather play on a softball team or play tennis?Modern dance or volleyball? Ice skate or basketball?Whichever type you are, you can learn techniques thatwill enable you to function comfortably in a teamsituation.

I am a team player.

16 • Teamwork

LESSON 1

More and more, companies are turning to the teammethod of operation for their businesses. Why are theydoing this? There must be reasons behind the shifttoward this environment. Let’s examine the benefits ofteam for employers, the team itself, and the individualworkers.

Employers value teamwork because it results in amore effective and profitable organization. Workgroupswith high teamwork skills have a tendency to care moreabout the quality of their work, are better at learningfrom their experiences (acquiring and usinginformation) and are better able to resolve theirproblems at work.

Team members benefit from learning to shareinformation and build agreements in a timely manner.An appreciation for each team member’s contributionis obtained, as well as the ability to enhance eachmembers unique talents and skills.

Individual workers experience professional growthwhile completing tasks with teammates. In addition,individual growth and empowerment are obtainedthrough the opportunity of providing support to otherteam members as everyone works toward accomplishinga common goal. Being a member of an effective teamincreases self-esteem and gives an individual an feelingof belonging.

Now, mind you, I am speaking of an effective andideal team situation; and, we might as well admit rightnow that many things in life are far from ideal! Haveyou ever been a member of a team and 80% of thework was laid off on you while the rest of the memberswent to the beach? You were the only one who always

Teamwork • 17

LESSON 1

showed up for meetings when most of the others didnot? You had to beg and plead for them to do theirpart and constantly had to check up so you could beconfident that the job was being completed on time?Did you say yes to most or all of those questions? Ohwell, it happens. But we’ll save that topic for laterdiscussion in our study!

18 • Teamwork

LESSON 2

I’m headed to my goal …are you?

TASK SKILLS

GOAL RECOGNITION, GOAL ACCEPTANCE,AND PROBLEM IDENTIFICATION

As a member of a team effort, one of the first thingsthat must be accomplished is a shared understandingof your goals, acceptance and agreement of those goals,and problem identification in accomplishing thosegoals. These attributes must be understood by all teammembers. Refer to the following graphic to see moreclearly how this works in relationship to your fellowteam members.

You will notice the two column headings “TaskSkills” and “Relationship Skills.” In the “Task Skills”column, the first items of business within the team are:

• communicates an understanding of group goal• translates the goal into specific responsibilities of

the team doing the job.

Teamwork • 19

LESSON 2

Reading across the graphic from left to right youwill see that these task items correspond to the itemslisted in the “relationship” column. There are four itemslisted in this column:

• communicates identification with team and teamgoal

• upholds the team and aids in implementation of itsgoals

• solicits input of other team members• talks constructively about goals and possible

problems of achieving them.

These are skills you as a team member should striveto achieve.

Take a few minutes to read and study the chartthoroughly to understand the working order ofteamwork oriented job functions.

Now, here is where the fun begins! I am going toask you to complete an exercise following the guidelinesprovided.

20 • Teamwork

LESSON 2

MEMBERSHIP

Adapted from WorkKeys® Targets for Instruction: Teamwork, © 1994 by ACT, Inc.

Teamwork • 21

LESSON 2

You will be given a job to do in a teamenvironment. I want you to take on the role of otherteam members and fill out a similar chart with theitems necessary to complete the description. Thisis where you can pretend to be three other people!Now, this may be a little difficult for you to graspat first, but with a little practice I think you will beable to catch on pretty quickly.

If it happens that you are working with apartner(s) as you study, assign the member(s) tasksaccordingly.

I will give you the information you need to fillout your chart and an example of a completed chart.Don’t worry if yours does not match mine word forword; I don’t expect it to. The idea here is for youto get the basic understanding of how a team workstogether to accomplish a goal.

When you have finished, turn the page and lookat the one I have done. If you think that I have leftout important details and that yours is more accurateand complete, then that’s great. Be my guest andfix mine; I promise I won’t be insulted! In fact, Ihope you do see aspects of mine that could beimproved because that means you are grasping theteam concept well.

22 • Teamwork

Me and my other selves …preparing for the next

exercise.

EXERCISE – APPRECIATION DINNER

Instructions: Use the following Task/Relationship chart to complete job descriptions for thescenario and how the team may accomplish the task.

Scenario:

You are a member of a four person team and you have beenassigned the goal of planning an appreciation dinner for aretiring manager. Your team will be responsible foraccomplishing all aspects of this goal. OK, group, get started.

LESSON 2

Teamwork • 23

LESSON 2

MEMBERSHIP


24 • Teamwork

LESSON 2

ANSWERS TO EXERCISE

MEMBERSHIP


Teamwork • 25

LESSON 2

As you can see from my chart, I listed some of thethings that need to be done to accomplish the goal setbefore us.

I’m sure that your chart is different in some ways,and that’s OK. The idea is to put yourself in a teammembership role and work together to get the job done.

As the job requires, your team will probably needto meet several times throughout this assignment tocheck progress toward your goal and make anynecessary adjustments. All of your meetings will followthe same basic organization plan. By the time you haveyour last team meeting, hopefully everyone will haveaccomplished his or her specific tasks and the dinnerwill be a complete success! Also, I am assuming all ofyour alter egos got along with each other beautifullyand everyone has cooperated and even enjoyed theexperience!

How did you do on that exercise? Did youunderstand how the team members relate to oneanother to accomplish the goal? Do you think you couldwork successfully in a team effort using the guidelinechart? Did you think my example gave any membermore work to do than another?

We will be using the chart to examine other aspectsof the teamwork concept, so keep it handy. I will beasking you to refer to it throughout the rest of thislevel.

I will also be using the awards dinner example again,so keep that in mind as it relates to the other objectives.

26 • Teamwork

LESSON 3

PERFORMANCE RESULTS AND PROBLEMS

WORK PROCESS

Analyze the work actions and expectedperformance results of specific duties andresponsibilities, identifying performance problems andthe consequences of nonperformance.

Every job requires specific action by each team memberto accomplish a cooperative task. All work is a processconsisting of three parts; input, work action, and result.This is also known as input, process, and output. Inputis the information, materials, or effort that is providedto help you perform a work task. Process is the specificsequence of actions that are performed inaccomplishing the duty or responsibility, and outputis the results achieved from that work.

Teamwork • 27

LESSON 3

All work begins elsewhere. It may be a phone call,memo, order form, etc. The worker takes that inputand begins to do a sequence of actions using otherresources that lead to a result. Some work actions wecan do alone, and others we do in concert with otherpeople. Teamwork is important where a person’s dutiesand responsibilities require him/her to work with otherpeople to successfully acheive a result.

28 • Teamwork

In the next exercise, we will use the previous exampleof the awards banquet to fill out a chart that breaksdown one member’s duties and responsibilities to seemore clearly how that member’s assignment can becompleted. This chart is very helpful in determiningeach member’s available resources, specific actions thatneed to be taken, and the results of those actions. Byfilling out such an assignment chart, you can see exactlywhat you have to work with, what needs to be done,and how well your actions worked to accomplish yourspecific duties. Any omissions, incorrect actions, orpoor results will show clearly when the chart iscompleted. If the final results are not to your satisfactionor they do not meet the goal, you can go back andrework it accordingly.

LESSON 3

Teamwork • 29

EXERCISE – WHO DOES WHAT, WHEN, WHERE, HOW

Instructions: In the appreciation dinner exercise, we had four members (you played all theparts) with different assignments. Let’s break that down by using Member #2’sassignment and fill in the input, process, and output columns to help him/heraccomplish the duties. When you have finished, compare it with mine.

LESSON 3

WHO DOES WHAT, WHEN, WHERE, HOW

Duty/Responsibility:

INPUT

Information, materials, andeffort provided to help you

perform this work

PROCESS

Specific sequence ofbehaviors or actions

performed in fulfilling thisduty

OUTPUT

Tangible as well asintangible things that result

from the work

Team Member:

30 • Teamwork

SUGGESTED ANSWER TO EXERCISE

Did your chart resemble mine in any way? I hope so. It may not be an exact match, andonce again, you may think of something pertaining to the task that I have left out. You can seethough, I’m sure, that this method of charting your duties gives you a clear and concise pictureof what needs to be done. This can be done for each member of the group, regardless of the taskassigned. You might want to practice this concept by filling out the other team members’(again, that would be you!) input/output charts.


Duty/Responsibility: notify employees, collect money and purchase gift, estimate ofattendees

INPUT


perform this work

PROCESS



OUTPUT


from the work

Team Member:

Employee roster

Names and phone numbersof local stores

List of hobbies andinterests of retiree beinghonored

Send memo to allemployees notifying themof dinner and asking forRSVP for attendance

Notify employees ofvoluntary donation of moneyfor purchase of gift

Collection envelope sentout with memo

RSVP from employeesstating whether or notthey can attend

Money is collected forgift

LESSON 3

Member #2

Teamwork • 31

LESSON 3



Team Member:

INPUT


perform this work

PROCESS



OUTPUT


from the work

Member #1

32 • Teamwork

LESSON 3



Team Member:

INPUT


perform this work

PROCESS



OUTPUT


from the work

Member #3

Teamwork • 33

LESSON 3



Team Member:

INPUT


perform this work

PROCESS



OUTPUT


from the work

Member #4

34 • Teamwork

Identifying performance problems and theconsequences of nonperformance is probably the easiestof teamwork duties. In fact, many times it is much tooeasy to lay blame for mistakes or unfulfilled goals onany one or two members of the team. For example,think about the receiver who drops the pass for thewinning touchdown in the game or the kicker whomisses the last second field goal? Should that guy beblamed for losing? What about all the other teammembers? The whole game couldn’t possibly have comedown to this last play unless other team members alsodropped balls, missed tackles, threw errant passes,missed blocks, called the wrong play, etc., throughoutthe game.

This is where support and cooperation comes in tothe picture in an emphatic way. You win as a team, andyou lose as a team. Poor teamwork skills and attitudesnot only hurt the performance of the team as a whole,they can damage the relationships between themembers, sometimes to the point of being irreparable.This must be avoided if at all possible. Does the word“tact” strike a chord?

LESSON 3

Teamwork • 35

Study the following relationship rating scale. Itidentifies four topics rated on a scale of one to fivefrom uncooperative to cooperative. To be the best teammember you can be, strive for the highest rating onthe chart for every task, all the time. If every teammember rates a “five,” then you will have a team that isnot only very effective and efficient, but also one thatgets along well together in the team situation. Now,this is not to say all members will operate on a levelfive at all times. Human nature will not allow that! Ifyou expect the ideal, you will undoubtedly bedisappointed and unhappy. Realize that everyone(including yourself ) has bad days and respondsaccordingly. Also realize you cannot control anotherteam member’s behavior or attitude, but you cancontrol your own.

Using the chart, rate yourself (be honest!) and see ifyou are the type of person that would be welcome onany team. If you are working with a partner(s) in thiscourse, let him/her rate you and vice versa.

LESSON 3

Be honest as you rateyourself.

36 • Teamwork

LESSON 3

• Anticipatesfailure, sees noneed to change,or that effortsare likely to be awaste of timeand money

• Consistentlycritical ofcompany or co-workers

• “It won’t work.”

• Expressesambivalence oractsnoncommittal

• Positive ornegativedepending onthe audience

• “It may workout, but don’thold me to it.”

• Anticipatessuccess andconstructivelysuggests howresources can beused andobstaclesovercome

• Consistentlycomplimentsthe companyand co-workers

• “We can dothis.”

ATTITUDENegative Positive

1 2 3 4 5

• Helps onlywhen asked

• Responsedepends onstatus of theperson orfeelings towardthem

• “I’ll help you ifyou’ll help me.”

• Notices others’need for helpand volunteers

• Responds to theimportance ofthe result andability tocontribute

• “It’s my job tohelp us besuccessfulwhenever Ican.”

TEAM ORIENTEDUncooperative Cooperative

1 2 3 4 5• Expresses

resentment atrequests tohelp out

• Withholdssupport orassistance toothers

• “That’s not myjob.”

RELATIONSHIP RATING SCALE

Teamwork • 37

• Deliberatelymisrepresentsfacts orsituations forpersonal gain

• Misleads ordeceives othersabout intentionsand/or actions

• Blames othersfor actions ofself

• Distorts facts orsituations basedon the personsinvolved andemotions

• Tells otherswhat they thinkthey want tohear

• Minimizespersonalresponsibilityfor negativeresults

• Accuratelyrepresents factand messages tothe best of theirability

• Representsintentions andactionstruthfully

• Takes personalresponsibilityfor all actionseven whenpersonal gain isat risk

TRUSTWORTHINESSCannot be trusted Can be trusted

1 2 3 4 5

• Does not followthrough oncommitmentsor obligations

• “I didn’t say Iwould do that.”

• May followthrough ifconvenient orpressured

• I know I toldyou that Iwould …,but ….”

• Follows throughoncommitmentsin spite ofdifficulties orrenegotiates anacceptablealternative

• “You can counton me.”

DEPENDABILITYCannot be counted on Can be counted on

1 2 3 4 5

RELATIONSHIP RATING SCALE

LESSON 3

38 • Teamwork

Nonperformance, of course, will result in failure ofthe group to accomplish the task. You no doubt haveheard the saying “a chain is only as strong as its weakestlink.” Well, this applies in the strictest sense to teams.If one link breaks, the whole chain is affected. That’swhy you must be as strong a link as you can be, and ifyou need help, don’t be afraid to admit your weaknessesand ask for support from your fellow members. If atrue spirit of cooperation exists within the team, theywill be willing to help you, just as you would reciprocateif they needed you.

A spirit of cooperation hasmany rewards!

LESSON 3

Teamwork • 39

LESSON 3

EXERCISE – CONSEQUENCES OF IRRESPONSIBILITY

Instructions: Let’s expand the list of job titles (as shown on page 8) to include “Consequencesof Irresponsibility”. Use the blank space provided to briefly list some possibleconsequences for being irresponsible on the job.

1. Airline PilotResponsibilities:safety of passengers, follow airportregulations, promptness, crew leadership, ...Consequences of Irresponsibility:________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Postal WorkerResponsibilities:customer services, sort mail,sell mailing supplies, deliver mail, ...Consequences of Irresponsibility:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. FiremanResponsibilities:safety of citizens,make sound decisions, usefirefighting equipment, abide by rules to properlyextinguish fires, ...Consequences of Irresponsibility:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

40 • Teamwork

LESSON 3

4. Park RangerResponsibilities:safety of others, teach public about others, provide publicassistance, park cleanliness, ...Consequences of Irresponsibility:________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Nurse AssistantResponsibilities:accuracy of patient information, patient care,evaluate patients’ health, relay information to doctors, ...Consequences of Irresponsibility:________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Hairdresser/BarberResponsibilities:haircuts, hairstyles, schedule customers,maintain clean andorganized work station, ...Consequences of Irresponsibility:________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teamwork • 41

LESSON 3

This page is intentionally left blank.

42 • Teamwork

LESSON 3

SUGGESTED ANSWERS TO EXERCISE – CONSEQUENCES OFIRRESPONSIBILITY

Suggested answers are shown in bold type underneath the title “Consequencesof Irresponsibility”. Answers will vary.

1. Airline PilotResponsibilities: safety of passengers, follow airport,regulations, promptness, crew leadership.Consequences of Irresponsibility:loss of life, air sick passengers, loss of business, ...

2. Postal WorkerResponsibilities: customer services, sort mail,sell mailing supplies, deliver mailConsequences of Irresponsibility:loss of profit if customer is charged incorrectly,incorrect delivery...

3. FiremanResponsibilities:safety of citizens make sound decisions use firefightingequipment, abide by rules for properly extinguishing fires.Consequences of Irresponsibility:endangering the lives of others, unnecessary loss ofproperty, ...

4. Park RangerResponsibilities: safety of others,teach public about others,provide public assistance, park cleanlinessConsequences of Irresponsibility:citizens may be lost or stranded, public areas may becomeunusable due to trash or lack of proper care, ...

Teamwork • 43

LESSON 3

5. Nurse AssistantResponsibilities: accuracy of patient information, patient care,evaluate patients’ health, relay information to doctorsConsequences of Irresponsibility:Loss of life, unhappy patients, frustrated nurses or doctors,incorrectly documented patient records, misapplication ofpatient medicines, ...

6. Hairdresser/BarberResponsibilities: haircuts, hairstyles, schedule customers,maintain clean and organized work stationConsequences of Irresponsibility:customer complaints, incorrect scheduling, excessivewaiting, ...

44 • Teamwork

POSITIVE AND NEGATIVE FEEDBACK

Periodically, all teams should rate themselves as totheir performance as a cooperative group. This is muchdifferent from rating an individual’s work as a teammember. This critique focuses strictly on how the teamYou will be given a job to do in a team environment. asa whole completes assignments, works with each other,and provides positive reinforcement to the group’smutual benefit.

A checklist for rating your group’s effectiveness ishelpful in assessing areas that are working, as well asareas that may need improving. Study the followingchecklist to illustrate this point. Now, remember, weare rating the group as a whole, not individual members.Even if a member is not as cooperative as you wouldlike, the object of this exercise is to examine the team’seffectiveness.

Don’t skip the checklist!

LESSON 4

Teamwork • 45

LESSON 4

TEAM DEVELOPMENT“Quick Check”

YES NO

1. My team has definite goals, and each member knows andunderstands them.

2. The members on my team work together well without egos orpersonalities getting in the way.

3. Once a consensus is reached, every team member supports itwholeheartedly.

4. My team always knows when it has achieved success.

5. Every team member is totally committed to each other’ssuccess.

6. Every team member has pride in each other’s work.

7. Members on my team are flexible, open-minded, anddependable.

8. Team members on my team automatically provide backup andsupport for each other without supervision/leadership steppingin.

9. My team members feel comfortable giving and receivingfeedback from each other about personal performance.

10. My team is committed to team and company success.

11. My team accomplishes its assigned tasks.

12. My employer and other co-workers consider my team efficient,effective, and timely.

Advanced Mgmt., Inc., Oak Ridge, TN

46 • Teamwork

Positive feedback will be the ability to answer “yes”to the checklist questions. If your team meets all ofthese goals, then everybody can go out for pizza! Youcan talk about what a great team you have while you’rewolfing down pepperoni with double cheese!

On the flip side, negative feedback occurs if any ofthe questions are answered in the “no” column. Don’tdespair! All your team needs to do is sit down anddiscuss these negative aspects to your team’sfunctionality, and come up with ways to help oreliminate any of the negative situations that have beenidentified.

Be careful here, though, because this is where manyteams fall apart and practically end up in brawls acrossthe team room table! If this happens, I guarantee itwill not be good for your team’s future camaraderie!

Always give each member a few minutes to addressany negative aspects. Listen respectfully withoutinterrupting, even if you may not agree. You can giveyour views when it’s your turn.

All team members should make notes as they listento the comments. Note whether most of the othermembers (including yourself ) agree or disagree withpoints being made.

Make notes of any solutions suggested, checkingonce again if other members agree or disagree with thosesuggestions.

LESSON 4

Teamwork • 47

Take each suggestion in turn, discussing the prosand cons that may apply to it in solving the problemin question. Allow each team member to vote “yes” or“no” and make a list with the suggestions that survivethis brainstorming session.

If anyone’s suggestion is not adopted as a possiblesolution, do not deride or intimidate that person.Remember, many people are reluctant to voice ideasbecause of fear of rejection or embarrassment. You donot want this type of atmosphere in your group in anyform. It is essential that all team members (includingyourself, as usual) feel comfortable with sharing theirideas for team improvement. Be as encouraging andsupportive as possible.

Work through the checklist one “no” at a time.Everyone should focus on one problem solvingprocedure at a time so that total chaos is avoided! Workthrough each item to its conclusion before addressinganother. If one problem seems especially difficult tosolve, table it for later discussion and move to one thatmay be easier to solve. This will help keep your teamproductive, as long haggles without a solution wastetime and tend to drag down positive attitudes. Eachobstacle overcome gives fresh energy to furtherdiscussions. This is important when troubleshootingyour team’s effectiveness.

When the team has completed this feedback sessionto everyone’s satisfaction, implement the changesimmediately. If you (or another team member) shouldbe outvoted on any particular issue, you should bewilling to accept the team’s consensus and give themyour support.

LESSON 4

48 • Teamwork

If your team comes to a complete impasse on anyparticular objective, everyone should agree to take astep back, think over the meeting’s accomplishments(or lack thereof ) and meet at a later time to address theproblems again.

If negative feedback is coming from your employer,another team, or co-worker, your team will also needto address these concerns. The same basic principlesapply as to the team self-evaluation. The only differenceis that questions have come from outside the team. Inthis case, the team members should be made aware ofeach question or negative comment and handleproblem solving in the same manner.

LESSON 4

How does your teamrate?

Teamwork • 49

EXERCISE – OBSERVING FEEDBACK

Instructions: Identify group discussions in which you participate. I have provided a fewpossible suggestions if you have difficulty thinking of an appropriate discussiongroup.

Group Suggestions:• workteam• PTO• church group• civic club• city council meeting• family discussion

LESSON 4

50 • Teamwork

Observe members of the groups as they give and receive feedback from each other. Determine:(1) Is the observation of someone giving or receiving feedback?; (2) What brief remarks indicatepositive or negative feedback?; (3) Are members showing respect for one another?; and (4) Wasthe feedback productive?

Write a paragraph discussing why you believe feedback is important to the productivity ofa team.

LESSON 4

Teamwork • 51

LESSON 5

RELATIONSHIP SKILLS

COOPERATION, ATTITUDE, TRUST, ANDDEPENDABILITY

It should be pretty easy to understand why thislesson is so important to the success or failure of anyteam.

Cooperation, attitude, trust, and dependability arethe glue which holds teams together and thereby givesthem their strength and effectiveness. Unfortunately,these attributes are, in many cases, the weakest pointsin the team structure.

Remember earlier in the course when I asked if youhad ever been on a team where you had to do 80% ofthe work while everyone else went to the beach? Well,I will expand on that here.

If you have been on a team as described, you knowfirsthand the resentment and ill feelings that you felthaving been put in that position. In fact, this is exactlywhy many people are very reluctant to be working in ateam situation. They contend that it simply does notwork because one or two persons end up doing all thework!

Opponents will also contend that when a group ofindividuals is charged with a specific task, it will takelonger, cost more money, be less efficient, and createmore hard feelings than if the task had been assignedto one person to complete. The opportunity forbickering, sniping, sarcasm, and betrayals are inherentin the teamwork system so say the skeptics.

EdWIN

I feel like I am doingALL of the work!

52 • Teamwork

And you know what? They could be right. Humannature being what it is, there is plenty of room forHUGE egos to get in the way of an effective team.That is why we must always be vigilant to preventnegative aspects from infiltrating our team. That is notto say that you and your fellow team members willnever disagree or experience some bumps in the road.Every job will provide its own set of difficulties andproblems to overcome which can and will createdifferent levels of stress. It would be unrealistic to expectotherwise. But, you and your teammates must be ableto overcome these problems working together in anatmosphere of mutual respect and cooperation.

Using the Task and Relationship chart again and theRelationship Rating Scale chart from earlier in the course,review the “positive attitude, trust, and dependability”sections and the one to five rating scale of each chart,respectively. You can use these guidelines to assess theteam and individual members. Just remember to benon-judgmental and as objective in your assessment aspossible because it could just as easily be you on thehot seat!

Now, as a last exercise, fill out the personal skillsinventory checklist. This checklist is a self-appraisal ofspecific behaviors that contribute to effective teamwork.Please resist the temptation to inflate your scores. It isfor your own evaluation anyway, so you will know ifyou bumped your score!

This appraisal is based upon the assumption thatyou have worked on some team, sometime in your life.If you have never been on any kind of team, answerthe questions to the best of your ability on how youfeel you would behave as a team member.

LESSON 5

Teamwork • 53

Lastly, if you happen to be working with a partner(s)on this study, you may want to use the awards banquetexercise presented earlier as a model to answer thequestionnaire. Use this only if you have never been inany kind of team situation.

LESSON 5

Did someone say,“partner?”

54 • Teamwork

PERSONAL SKILLS INVENTORYLEVEL 3 – PART 1

This instrument is a self-appraisal of specific behaviors that contribute to effective teamworkat Level 3. No person is equally skilled at all behaviors or perfect in their use. Since it issocially desirable to look good by scoring high, you should resist the temptation to inflate yourratings. Honestly assess your day-to-day level of functioning. An accurate self-appraisalacknowledges the person’s strengths and identifies those areas that need improvement. Writethe appropriate response number by each statement.

Almost AlmostNever Rarely Sometimes Usually Always

1 2 3 4 5

1. I generally know what my group is trying to do, why we are trying todo it, and what my responsibilities are.

2. I can translate a goal into a set of specific duties and responsibilities(tasks) needed to achieve the results.

3. I express a “we-” and “our-” ness about my relationship with teammembers and the goal(s) being pursued.

4. I support the team, and I work to implement its goals.

5. I solicit the ideas and input of other team members in doing work.

6. I talk constructively about goals and problems associated withachieving them.

7. I let others know that I know what the goals are and that I am willingto work with them to achieve them.

8. I express confidence that team goals can be reached and that theteam can be successful.

9. I respond to praise by acknowledging it and thanking the persongiving it.

LESSON 5

Teamwork • 55

10. I express genuine appreciation for the strengths and contributionsof co-workers.

11. I identify resource and personality problems in accomplishing tasksor working together.

12. I recognize differences in expectations of the situation, process,and the end result that exist among team members, supervisors,and customers.

13. I express confidence in the intentions and actions of team members.

14. I encourage others toward team membership by soliciting their helpand involvement.

15. I see a job through to completion.

16. I move past problems and personal frustrations and find ways tosucceed.

17. I can be counted on to do whatever is necessary to ensure success.

18. I let others know that I will carry out my responsibilities in spite ofobstacles.

TOTAL

LESSON 5

56 • Teamwork


To help you assess your previous responses, complete parts 2 and 3. Identify three personaltraits you believe are definite strengths in the workplace. For each strength, briefly illustrate anincident in which you applied this strength.

Trait #2Incident:

Trait #1Incident:

Trait #3Incident:

LESSON 5

Teamwork • 57


Identify three personal traits you believe are weaknesses in the workplace. For each weakness,briefly illustrate an incident of how this weakness has been detrimental.

Trait #2Incident:

Trait #1Incident:

Trait #3Incident:

LESSON 5

58 • Teamwork

RESPONSES TO EXERCISE

Part 1

1. Now, total your score for Part 1. Add the numbers in the left-hand column. Write your total in the box provided. See howwell you rated as a team member

75-90 Excellent60-74 Good43-59 Fair25-42 Poor0-25 You better study with me some more!

2. If you responded “usually” or “almost always” to all of thePersonal Skills Inventory questions, you are an asset to your team. These behaviors are valued by employers. For that reason, the Ready to Work Teamwork assessment will be expecting responses to scenarios that might imply positive teamwork behavior.

LESSON 5

Teamwork • 59

SUMMARY

To summarize Level 3, we will analyze a scenario by looking for task skills and relationship skills. The Ready to Work Teamwork assessment will require you to analyze similar situations. You will view co-workers’ interactions and determine appropriate behaviors based on the skills we have emphasized in this course.

Let’s consider the behaviors of Katie, Jonathan, and Kim. We will first look at task skills:goal recognition, acceptance of team goals, problem identification, and perseverance.

Katie, Jonathan, and Kim work at John’s Steak House. Katieworks as hostess and seats the guests, while Jonathan andKim bus and wait the tables. Tuesday evenings are usuallypretty slow. On this Tuesday a large anniversary party hasbeen schedued and the restaurant is closed to the public.

Before the guests arrive Katie, Jonathan, and Kim brieflyreview their goals for the evening. They know they mustensure the guests have a successful dinner party. In orderfor them to achieve this they must share their responsibilities.

GOAL RECOGNITION: Katie, Jonathan, and Kim understand whatthey are trying to achieve. You might hear them discuss specificresponsibilities to meet the team goals of their cleaningassignment.

LESSON 6

60 • Teamwork

Scenario:

As the evening begins, Katie works to greet the guests, checktheir coats, and show them to their tables. Jonathan and Kimare busy taking drink orders and serving appetizers. Afterthe first 20 minutes, most of the guests have arrived. Katiemoves into the dining room and observes that many of theguests’ glasses and appetizer plates are empty. Katie quicklybegins clearing the dirty plates and preparing the table fordinner.

ACCEPTANCE OF TEAM GOALS: Katie, Jonathan, and Kim arewilling to work and cooperate in order to complete their tasks.Effective teams accept that they must work with each other toachieve team goals.

PROBLEM IDENTIFICATION: There are no resource problemsin this scenario. Each member recognizes the importance ofshared responsibilities. Katie quickly demonstrates that by clearingthe table and preparing for dinner.

LESSON 6

Teamwork • 61

Scenario:

The evening is almost over when Jonathan receives a callfrom home. His daughter is sick and he needs to go homeright away. Kim and Katie assure him they can handle thedinner party without him. Katie begins clearing the dinnerdishes as Kim begins taking orders for dessert.

PERSEVERANCE: The team demonstrates a willingness andability to maintain effort through the process including resolutionof problems that threaten to hinder their job completion. Jonathancannot help it that his daughter is sick, but Katie and Kim quicklystep up and assure him they will cover his position.

LESSON 6

62 • Teamwork

LESSON 6

MEMBERSHIP


Teamwork • 63

Dependable individuals are committed to doing whatever isnecessary to ensure team success.

Now we will complete this level by taking a littletest. Oops, I didn’t mention anything about a testearlier, did I? Don’t you wish you could go back andreview? Well, you can. I want you to be confident andcomfortable with all of the material presented in thislevel, so review to your heart’s content. When you feelready, come back and take the test. If you are not happywith your first effort, review some more and then tryagain.

The answer key is in the back so you can checkyour progress. Don’t peek though; do the Posttest onyour own first, so you can get a realistic idea of yourunderstanding of the material we have covered.

LESSON 7

Don’t peek!

64 • Teamwork

EXERCISE – POSTTEST

Instructions: Respond to the following statements with your teamwork skills in mind.

1. Any job can be done well by a single individual. True or False?

2. What is the purpose of the job description?

3. Define “teamwork.”

4. Team players are born not made. True or False?

5. What are the benefits of team systems to employers?

POSTTEST

Teamwork • 65

6. What are the benefits of team systems to teams?

7. What are the benefits of team systems to individuals?

8. What are two basic issues a team must address when assigned aspecific task?

1.

2.

POSTTEST

66 • Teamwork

POSTTEST

9. What does “acceptance of goal” mean with respect to a team system?

10. All work is a process consisting of three parts. They are:

____________________,

____________________,

____________________.

11. Match each of the following sentences with its proper term:

1. The specific sequence of actions that are performed inaccomplishing the task. _____

2. Results achieved from the work. ____

3. Information, materials, or effort that is provided to help carry outa task. ____

a. inputb. outputc. process/work actions

Teamwork • 67

12. How can an assignment chart be helpful to the team as a whole orto the individual team member?

13. Sometimes the easiest thing to do in a team situation is to find fault.True or False?

14. What are the effects of poor team skills and attitudes?

15. Nonperformance of any team member will result in team _______.

a. prosperityc. failureb. successd. cooperation

POSTTEST

68 • Teamwork

16. It is usually unnecessary to rate the team as a group, only theindividual members in order to assess team effectiveness. True orFalse?

17. Name at least five checks for assessing team performance.

1.

2.

3.

4.

5.

18. What are at least three steps in solving negative feedback issues?

1.

2.

3.

POSTTEST

Teamwork • 69

19. What would be some reasons for a person to reject a team systemformat?

20. What will prevent the above negative aspects from happening in ateam system?

POSTTEST

70 • Teamwork

21. Fill out the following task/relationship chart for the team using thecriteria given.

OK, call out your alter egos … Here is the scenario:

You are a member in a group of four persons who has beenassigned to create a float sponsored by your company for theupcoming Christmas parade. Good luck!

Ready … Set …GO!

POSTTEST

Teamwork • 71

POSTTEST

MEMBERSHIP


72 • Teamwork

POSTTEST

ANSWERS TO EXERCISE

1. Any job can be done well by a single individual. True or False?

Answer: False

2. What is the purpose of the job description?

Answer: To specify where an individual’s job begins and where it ends

3. Define “teamwork.”

Answer: A team is any workplace group with a common goal andownership of shared responsibility in achieving that goal.Teamwork is where everyone on the team is totally committedto each other’s success.

4. Team players are born not made. True or False?

Answer: False

5. What are the benefits of team systems to employers?

Answer: Teamwork allows them to take advantage of the diversity ofworkforce; to increase communication, coordination, andefficiency; to complete those tasks too large for one person;and to build and sustain more positive feelings about workand the workplace.

Teamwork • 73

6. What are the benefits of team systems to teams?

Answer: Teams benefit from their members’ many points of view andareas of expertise, from a better overall understanding of atask, and from the opportunity to be involved in creative,positive, and exciting workplace activities.

7. What are the benefits of team systems to individuals?

Answer: Individual workers gain in skills and in knowledge whilecompleting tasks in a teamwork situation. In addition, sharedresponsibility lessens the mental pressure of knowing thatyou alone are responsible for the outcome of a particularproject. A team situation enables the individual to accessothers’ thoughts and ideas. It enables the individuals to providesupport to each other in accomplishing a common goal. Theteam concept distributes the workload, so no one individualhas to do all the active work involved in completing a project.Being part of an effective team increases self-esteem andgives the individual a feeling of belonging in a positive way.

8. What are two basic issues a team must address when assigned aspecific task?

Answer: 1. Define the specific task or goal.

2. Assign specific duties to team members.

9. What does “acceptance of goal” mean with respect to a team system?

Answer: Members exhibit a willingness to work cooperatively to achievegoals

POSTTEST

74 • Teamwork

10. All work is a process consisting of three parts. They are:

Answer: input,work action or process,output

11. Match each of the following sentences with its proper term:

1. The specific sequence of actions that are performed inaccomplishing the task. _____

Answer: C. process or work action

2. Results achieved from the work. ____

Answer: B. output

3. Information, materials, or effort that is provided to help carry outa task. ____

Answer: A. input

12. How can an assignment chart be helpful to the team as a whole orto the individual team member?

Answer: The assignment chart enables the team member to see clearlyand concisely the tasks necessary, action to be taken, andresults.

13. Sometimes the easiest thing to do in a team situation is to find fault.True or False?

Answer: True

POSTTEST

Teamwork • 75

POSTTEST

14. What are the effects of poor team skills and attitudes?

Answer: hurt team performance and damage team relationships

15. Nonperformance of any team member will result in team _________.

Answer: c. failure

16. It is usually unnecessary to rate the team as a group, only theindividual members in order to assess team effectiveness. True orFalse?

Answer: False

17. Name at least five checks for assessing team performance.

Answer: Any of the following:

1. My team has definite goals, and each member knows andunderstands them.

2. The members on my team work together well without egos orpersonalities getting in the way.

3. Once a consensus is reached, every team member supportsit wholeheartedly.

4. My team always knows when it has achieved success.

5. Every team member is totally committed to each other’ssuccess.

6. Every team member has pride in each other’s work.

76 • Teamwork

POSTTEST

7. Members on my team are flexible, open-minded, anddependable.

8. Team members on my team automatically provide backupand support for each other without supervision/leadershipstepping in.

9. My team members feel comfortable giving and receivingfeedback from each other about personal performance.

10. My team is committed to team and company success.

11. My team accomplishes its assigned tasks.

12. My employer and other co-workers consider my team efficient,effective, and timely.

18. What are at least three steps in solving negative feedback issues?

Answer: Any of the following:

1. Let each member comment and make suggestions.

2. Make notes on above.

3. Discuss possible solutions.

4. Adopt solutions that have majority support.

5. Accept team consensus.

6. Work on one point at a time.

7. Make each member feel comfortable about sharing ideas.

8. If impasse occurs, adjourn until a later time. Then come backand try again.

Teamwork • 77

POSTTEST

19. What would be some reasons for a person to reject a team systemformat?

Answer: 1. One or two persons would end up doing all the work

2. Groups take longer, cost more money, also output can behindered by personality conflicts

20. What will prevent the above negative aspects from happening in ateam system?

Answer: Complete cooperation, positive attitude, trust, anddependability between all team members.

21. Fill out the following task/relationship chart for the team using thecriteria given.

OK, call out your alter egos … Here is the scenario:

You are in a group of four persons who has been assigned tocreate a float sponsored by your company for the upcomingChristmas parade. Good luck!

Please note: Your chart will vary from mine. I might have left out something that youthought should be included. The object is to understand how a team works together, not to beable to copy my examples word for word.

78 • Teamwork

POSTTEST

MEMBERSHIP


Teamwork • 79

Calculate your score for questions 1-20 by counting the number of questions youanswered correctly. If a problem asked you to list several items or steps and you missedone or more, count the question as answered incorrectly. Divide the number of yourcorrect answers by 20. Change the decimal answer to a percentage by moving the decimaltwo places to the right.

CALCULATING YOUR SCORE

80 • Teamwork

How well did you do on the Posttest? If you scored 90% or higher, you have a reasonable chance to pass Level 3 of the Ready to Work Teamwork assessment. Remember the basic steps:

• recognize your team goal• accept the team goal• identify problems• be cooperative• keep a positive attitude• trust must be developed• be dependable

You may want to complete Level 4 with me beforeyou take the assessment.

Now don’t be discouraged if you scored below 90%.There is a lot of information to remember, so practicethe exercises in this course. You can do it! And, yourenhanced work skills will pay off in the long run.Remember, practice being a good team member!

SUMMARY

You should be proud ofyour progress!

Teamwork • 81

EDWIN’S TEST-TAKING TIPS

Preparing for the test …Complete appropriate levels of the WIN Instruction Solution self-study courses. Practice reviewing the scenarios until you begin to feel comfortable responding to team situations.

Get a good night’s rest the night before the test and eat a healthy breakfast on test day. Your body (specifically your mind) works better when you take good care of it.

You may take a pencil with you when you take the Ready to Work Teamwork assessment, but scratch paper is not allowed nor may pens be used on the test. The test administrator will provide pencils if you do not have one with you. It is a good idea to have more than one pencil ready since the test is timed and you do not want to waste time sharpening a broken pencil lead.

Allow adequate time to arrive at the test site. Being in a rush or arriving late will likely upset your concentration when you actually take the test.

About the test …The test is administered by video through two parts comprised of 12 team scenarios. Each part takes approximately 40 minutes to view six brief scenarios of various teams interacting and to answer the multiple-choice questions. Three questions will be asked about each team situation. A break is provided between the two parts of the test. You will not be penalized for wrong answers, so it is better to guess than leave questions unanswered.

During the test …Listen to the instructions carefully. Do not hesitate to ask the administrator questions if you do not understand what to do. Remember this test assesses your answers as the appropriate response to benefit the team.

REFERENCE

82 • Teamwork

Pace yourself since this test is timed. You will watch a scenario and be askedto answer several questions. A question will appear on the screen as it isbeing read. Then, one-by-one, each of four multiple-choice answers willappear as a narrator reads possible responses. The question will then berepeated and briefly all four responses will appear at once on the screen.(The size of the font is smaller when responses appear the second time. Ifyou have difficulty with your eyesight, please sit near the monitor.) Youwill be asked to make your selection and, directly, the narrator will ask thenext question using the same format. Listen carefully to the question. Donot mark your answer until you hear all of the responses, but be decidingwhich is the best response for the team as the narrator reads. Then whenthe question is repeated, mark your answer. You will not have an opportunityto review the video. If you do not know the answer, make your best guess.Eliminate rude, selfish, inconsiderate (unreasonable) responses and makean educated guess from the answers you have left. Your guess is better thanno answer at all!

Dealing with test anxiety …Being prepared is one of the best ways to reduce test anxiety. Study theWIN Instruction Solution workbook. Feeling like you know several ways totry to solve a problem increases your confidence and reduces anxiety.

Do not think negatively about the test. The story about the “little enginethat could” is true. You must, “think you can, think you can, think youcan.” If you prepare yourself by studying problem solving strategies, thereis no reason why you cannot be successful.

Don’t get discouraged; be persistent.

Prior to the test, close your eyes, take several deep breaths, and think of arelaxing place or a favorite activity. Visualize this setting for a minute ortwo before the test is administered.

Studying with a partner is another way to overcome test anxiety.Encouragement from each other helps to increase your confidence.

REFERENCE

Teamwork • 83

BIBLIOGRAPHY

REFERENCE

ACT, Inc. (1994). WorkKeys® Targets for Instruction: Teamwork. Iowa City, IA: ACT.

Cascio, W. F. (1987). Applied psychology in personnel management (3rd ed.). EnglewoodCliffs, NJ: Prentice Hall, Inc.

Davis, K. (1989). Human behavior at work (8th ed.). New York: McGraw-Hill.

Worldwide Interactive Network, Inc.1000 Waterford Place Kingston, TN 37763

Toll-free 888.717.9461Fax 865.717.9461 www.w-win.com

WIN Career Readiness Courseware - ©2008 Worldwide Interactive Network, Inc. All rights reserved.

teamwork - zohowinlearning.zohosites.com/files/pdf/teamwork/teamwork l3.pdf · teamwork • 15...

Documents