Symptoms
| Interventions
|
Difficult to understand goals and purpose of the team.
| Discuss the goals as a team.
|
Attempt to establish common team goals.
| Discuss and agree as a team.
|
Mistrust each other; exhibit caution and conformity.
| Structure opportunities for informal communication about training, values,
experience, and duties of each member.
|
Begin to see role overlaps.
| Observe members from other disciplines; discuss overlaps.
|
Know conflicts are present; covered them up, or whitewash them.
| Encourage conflict recognition as an opportunity for creative problem solving.
|
A few members attempt to establish bonds with others who have similar views.
| Form a subcommittee and include members from different coalitions.
|
Team establishes ground rules; begins to clarify common roles.
| Reinforce ground rules; negotiate common roles.
|
Team may want leader(s) to assume responsibility.
| Identify informal leadership roles that need to be filled and who can fill
them.
|
Strategies for increasing equality of leadership (e.g., rotating leaders)
| Emphasize development of competence for different leadership roles.
|
Defensive communication and disruptive behavior increases.
| At process team meeting, give open feedback and discuss patterns of disruption
and solutions.
|
Team members are frustrated
| Promote informal leadership for resolving problems.
|
Some members project blame and responsibility toward the perceived leaders.
| Promote informal leadership for resolving problems.
|
Team members compete.
| Discuss different leadership roles; praise members for individual
contributions.
|
Some members come to meetings late or do not attend them.
| Review rules for membership (e.g., attendance at meetings, start and end
meetings on time, ignore late arrivals)
|