Team Roles

Exercise 1.1: Teamwork hampering productivity

It can be argued that teams can achieve the exact opposite of all these benefits as well. See how many aspects you can list where teamwork can hamper productivity, or be more cumbersome and expensive than individual work.

3.Team Roles

In Grade 10 you learnt about the most standard team roles using the LTCD Method: Leader, Thinker, Carer and Doer and (or any other similar classification). These are some of the team roles at their most basic. However, in reality, most teams are more complex and many of the problems that arise in teams could be avoided if roles are more clearly defined and correctly allocated. For this reason, we are going to look at more detailed role allocation this year.

Aspects that need to be considered when allocating roles include:

○ The aim of the team:

What does the team intend to achieve? If it is a complex goal, it will also need to be broken down into sub-goals.

○ The size of the team:

Members in a particularly small team will need to double up on roles (play more than one role), whereas a large team will have several members playing similar roles.

○ The expected life span of the team:

Some teams operate only for a limited period, e.g. a sports team for a season; others will be long term, e.g. the workers in a factory.

○ The strengths and weaknesses of each member:

Too many similar strengths could lead to conflict, and weaknesses that are not compensated for in team members may lead to serious problems, e.g. if no group member is computer literate and the task requires Internet research. One of the greatest factors here is also the availability of a leader. If none of the team members has leadership qualities, the team is likely to have substantial problems in operating.

○ The available resources:

Resources such as financing and equipment can, in some cases, compensate for some of the problems mentioned above. For example, if sufficient funds are available, someone else can be hired to do the computer work.

○ Accountability:

It is important that there is accountability for each task in the group. Even if the whole group is involved, one person must take responsibility to co-ordinate it. Previous experience may be the deciding factor in who gets the task.

Exercise 1.2: Team Roles

The following is a listing of generic group roles, not based on a specific theory. Break into small groups and read through the definitions of each group role in Table 1 (for this exercise, ignore the last two columns). Now try to find a synonym for each group role and write it in below the role in column one.

Table 1: Team Roles

Role

Initiator This is the person who gets everyone going, will often read the instructions out loud and organise the voting for a leader as well as contribute new ideas throughout the process. Investigator This is the person who will volunteer to do the research, find contacts or follow up on leads regarding resources. Administrator This is the person who will do the paperwork, keep track of attendance at meetings, do Agendas and Minutes, as well as typing up the final presentations etc. Motivator This person is a caring “people’s person” who gets everyone excited about the project, encourages them when things are not going according to plan, and makes sure that everyone is happy, involved and has an opportunity to contribute. They will notice when someone withdraws or when feelings are hurt, and try to rectify things. Coordinator This is the person who will ensure that resources are allocated and properly used, and that all the bits are coming together, especially on timing issues (i.e. deadlines are met); for example, that the research is ready on time, that the administration is being done regularly etc. Activator In-between all these “glamorous” roles, the actual work also has to be done! Most team members will get involved and actively participate in the practical execution of the work in the team. SelfEvaluation PeerEvaluation

Leader At first glance, it seems as if a lot of the management functions have already been covered in the other roles. But true leadership is far more than any individual role – and although the leadership role takes all of the other activities to a whole new level, its primary focus is to do the decision-making and crisis management. This includes the ability to solve problems as well as managing the ongoing process. That is why it is possible to hand over managerial functions such as planning and coordination to someone else. In some cases, especially where the situation is volatile or problematic, it is essential for the leader to be able to step back and keep an eye on the bigger picture, rather than to get too bogged down with the detail.

Exercise 1.3: Application of Team Roles

Part A: Individual

Part B: Pairs

Part C: Group (See rubric for this exercise)

Go back to Table 1 Team Roles and do the following:

Part A: Individual

○ Choose one occasion when you worked in a team with someone in the class (e.g. sports,class project, Matric Dance Committee, Prefects).

○ Rate the roles you played in that team, in order of priority (1 = Primary Role (Main role), 2 = Secondary (Other roles you play either by default or by choice etc).

Part B: Pairs

○ Get another member of the team you chose to rate YOUR role – they may have a very different perspective!

○ Discuss and ensure each of you justifies your choices.

○ Answer the question: Do you play the same role in different groups or not? Give examples to illustrate.

Part C: Group Discussion

The following is an issue that arises often in class projects and group work. Break into groups and discuss both the issue, and possible solutions. Then report back to the class.

○ What if nobody steps in to fulfil a role? It is easy to assume that somebody automatically fills a role, but does that always happen? Sometimes the same person fulfils all roles because nobody else in the team has the ability or motivation to act. What are the roles in the team of those who do nothing?

○ What are the solutions to this problem? Working with others is a fact of life both in school and the real world, so solutions must be based on SOLVING the problem, not AVOIDING it (by working individually).

Criteria Level 1 Level 2 Level 3 Level 4 Mark

Individual

Pairs –Rating each other and discussion Learners not taking exercise seriously, inadequate effort. Some attempt at discussion and completing exercise, but less than half the answers not done properly. Good use of time and pairs are focussed in discussion.

Group discussion

TOTAL 0 – 2 3 – 5 6 – 7 8 – 10

Learner not taking exercise seriously, inadequate effort. Some answers filled in, but less than half done properly. Some attempt at completing exercise, but not neat. Excellent effort with an attempt at analysing his own role in a team.

Learners not taking exercise seriously, inadequate effort. Some attempt at discussion and completing exercise, but no real attempt to come up with suggestions. Good use of time and group is focused in discussion, but only three or less workable solutions. Excellent discussion and effort with honest attempt to analyse team roles.

Excellent discussion and group effort with several good suggestions that are applicable to school project situations.

/30