Team-Dynamics-Stephen Tetteh

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CARE Model – Diagnosti cs & Prescripti ons for a Healthy Team

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Team Dynamics Report

Individual and Team Performance Lab Department of Psychology The University of Calgary

Group Name: Fantastic 4 (but we're actually 6) Stephen Tetteh October 11, 2023

The team CARE model was developed by the Individual and Team Performance Lab at the University of Calgary. It provides detailed feedback on how well your team is functi oning in 4 key areas: Communicati on, Adaptability, Relati onships, and Educati on.

This feedback report allows you to view the health of your team, and will prompt you to develop acti on steps that will enable you to become more eff ecti ve as a group.

OVERVIEW

COMMUNICATE

Create a cooperati ve environment, ensure

role clarity, and develop a clear course of acti on

for teamwork.

ADAPT

Coordinate eff orts in response to changing

task demands, monitor team members’

progress, and provide backup.

RELATE

Reduce interpersonal confl icts and arguments

regarding how to accomplish work. Focus on building trust and a safe place for sharing.

EDUCATE

Learn from other team members, and provide

each other with constructi ve feedback.

C A R E

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The existence of well-defi ned and understood roles within the team, demonstrated through the establishment and maintenance of clarity regarding responsibiliti es, goals, expectati ons, and relati ve authority of each role within the team.

COMMUNICATE

Communicate

Confl ict Management

Role Clarity

Strategy & Planning

Low Moderate High

List steps and acti ons that your team will take to improve on Communicate:

Cooperati ve Confl ict Management

Role Clarity

Strategy Formulati on & Planning

Approaching confl ict and incompati biliti es such that win-win soluti ons are sought. Confl ict is viewed as a chance to learn and make quality improvements, and members work through diff erent viewpoints with mutual respect.

Developing overall strategies that guide team eff orts, including the sequencing of planned work elements, evaluati on of processes, and formulati on of conti ngency plans.

COMMUNICATE

ACTION PLAN

Moderate

4.4

4.0

4.7

4.4

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ADAPT

Adapt

Monitoring & Backup

Goal Progression

Coordinati on

Low Moderate High

The regular evaluati on by team members of the progress and accomplishment of team goals. Team members use clearly defi ned metrics to assess progress, pacing, and accomplishment of goals.

List steps and acti ons that your team will take to improve on Adapt:

Team Monitoring & Backup

Goal Progression

Coordinati on

A shared awareness of the relati ve strengths and weaknesses of each team member, supple- mented by an eff ort of all members to monitor work standards and off er help to each other when needed.

Smooth workfl ow between team members, integrati on and coordinati on of each team member’s work eff orts, and effi cient re-establishment of coordinati on in response to error.

ACTION PLAN

Moderate

4.4

4.3

4.6

4.4

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RELATE

Relate

Contributi on Equity

Healthy, Fact/driven Confl ict

Lack of Personal Confl ict

Low Moderate High

The team freely and openly debates the merits of diff erent perspecti ves, views, and opinions on an intellectual level.

List steps and acti ons that your team will take to improve on Relate:

Contributi on Equity

Healthy, Fact-driven Confl ict

Lack of Personal Confl ict

Agreement in the adequacy of each member’s contributi on to the team eff ort and objecti ves.

The team atmosphere is free of interpersonal tensions, fricti on, animosity, and personality clashes.

Trust Extent to which team members perceive and have confi dence in the integrity, reliability, and overall trustworthiness of members within their workgroup.

Trust

ACTION PLAN

4.3

5.0

2.8

4.8

4.4

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EDUCATE

Educate

Constructi ve Controversy

Exploitati ve Learning

Exploratory Learning

Low Moderate High

Effi ciency-enhancing behavior that involves refi ning, capitalizing on, and leveraging existi ng team member knowledge to complete tasks and move forward on deliverables.

List steps and acti ons that your team will take to improve on Educate:

Constructi ve Controversy

Exploitati ve Learning

Exploratory Learning

The development and expression of all members’ ideas and an eff ort to understand and ques- ti on them; the integrati on of unique components of ideas; an assurance of unanimous agre- ement prior to the implementati on of a decision.

Searching for new informati on beyond the team’s current knowledge base with a focus on fl exibility, discovery, and open-mindedness toward new concepts and possibiliti es.

ACTION PLAN

Moderate

4.4

4.5

4.3

4.4

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ATTRIBUTIONS & ACKNOWLEDGEMENTS

As detailed in O’Neill et al. (in press):

"Beneath each of the four CARE qualities are several multi-item facet-level scales. These scales were taken directly from other publications that offered reliability and validity evidence, thereby ensuring that the items were accurate, reliable and valid indicators of the intended constructs. Communicate is assessed through the scales cooperative conflict management (Tjosvold 1998), role clarity (Rizzo, House, and Lirtzman 1970), and strategy and planning (Mathieu et al. in press). Adaptability is assessed through the scales team monitoring and backup (Mathieu et al. in press), goal progression (Mathieu et al. in press), and coordination (Mathieu et al. in press). Relate is assessed through the scales contribution equity (Behfar et al. 2011), healthy fact-driven conflict (Behfar et al. 2011), lack of personal conflict (Jehn 1995), and trust (Pearce et al. 1992). Educate is assessed through the scales constructive controversy (Tjosvold 2008), exploitative learning (Kostopoulos and Bozionelos 2011), and exploratory learning (Kostopoulos and Bozionelos 2011)." Table 1 in O’Neill et al. (in press) contains the scales for each of the four CARE qualities and individual assessment items.

We approached each lead author of the publications cited to obtain permission to use the CARE items in ITPmetrics.com as a free service to end users. No objections were raised.

References

Behfar, K. J., E. A. Mannix, R. S. Peterson, and W. M. Trochim. 2011. "Conflict in Small Groups: The Meaning and Consequences of Process Conflict." Small Group Research 42 (2): 127–176. doi:10.1177/1046496410389194.

Jehn, K. A. 1995. "A Multimethod Examination of the Benefits and Detriments of Intragroup Conflict." Administrative Science Quarterly 40 (2): 256–282. doi:10.2307/2393638.

Kostopoulos, K. C., and N. Bozionelos. 2011. "Team Exploratory and Exploitative Learning: Psychological Safety, Task Conflict, and Team Performance." Group & Organization Management 36 (3): 385–415. doi:10.1177/ 1059601111405985.

Mathieu, J. E., M. M. Luciano, L. D’Innocenzo, E. A. Klock, and J. A. LePine. in press. "The Development and Construct Validity of a Team Processes Survey Measure." Organizational Research Methods : 1–33. doi:10.1177/ 1094428119840801.

O’Neill, T. A., Pezer, L., Solis, L., Larson, N., Maynard, N., Dolphin, G., Brennan, R., & Li, S. in press. "Team Dynamics Feedback for Post-Secondary Student Learning Teams: Introducing the "Bare CARE" Assessment and Report." Assessment and Evaluation in Higher Education. doi: 10.1080/02602938.2020.1727412

Rizzo, J. R., R. J. House, and S. I. Lirtzman. 1970. "Role Conflict and Ambiguity in Complex Organizations." Administrative Science Quarterly 15 (2): 150–163. doi:10.2307/2391486.

Tjosvold, D. 1998. "Cooperative and Competitive Goal Approach to Conflict: Accomplishments and Challenges." Applied Psychology 47 (3): 285–313. doi:10.1111/j.1464-0597.1998.tb00025.x.

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