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Human Relations: Interpersonal, Job-Oriented Skills
CHAPTER 6
DEVELOPING TEAMWORK SKILLS
The purpose of this chapter is to present information, self-assessment quizzes, and skill-development
exercises that will assist the reader to develop teamwork skills. Being an effective team player is one of
the most important sets of behaviours in the modern workplace.
All workplace teams have the common element of people working together cooperatively and members
possessing a mix of skills.
The best-known work team is a group of workers who take over much of the responsibility for
managing their own work. Face-to-face teams are used in a wide variety of activities. Team members
interact with other frequently rather than doing their work in isolation from each other.
B. Virtual Teams
Some teams conduct most of their work by sending electronic messages to each other rather than
conducting face-to-face meetings. A virtual team is a small group of people who conduct almost all of
their collaborative work by electronic communication, such as email or groupware, rather than face-to-
face meetings.
Teams, as well as groups in general, should not be regarded uncritically; they have both advantages
and disadvantages.
Synergy - A group of knowledgeable people can bring about synergy, whereby the group’s total output
exceeds the sum of each individual's contribution. Groups help gain acceptance and commitment.
Team members often critically evaluate each other’s thinking, thus avoiding major errors. Working in
teams and other groups also enhances job satisfaction and need satisfaction, such as the need for
affiliation.
Work Accomplishments and High Productivity - Under the right circumstances, teams in the
workplace can enhance productivity and profitability.
Acceptance and Commitment – It becomes more difficult to object to a decision because your
contribution was included in the decision.
Avoidance of Major Errors – Team members often evaluate each other’s thinking, so the team is
likely to avoid major errors.
Increased Job Satisfaction – Being a member of a work group makes it possible to satisfy more
Chapter 6: Developing Teamwork Skills Page 2
Time Wasting - Groups and teams often talk too much and act too little. Teams who have been together
for a length of time may spend their meeting time in personal conversation rather than work tasks.
Pressure toward Conformity - A major problem in groups is pressure toward conformity to group
standards of performance and conduct which could hurt the organization.
Fostering of Conflict - At their worst, groups foster conflict, with people bickering about matters such
as doing a fair share of work. Groups can become xenophobic, thus entering into conflict with other
groups.
To overcome potential disadvantages, members must strive to act like a team, and the task should be
well suited to group effort rather than individual effort.
A major challenge in becoming an effective team member is to choose the right roles to occupy.
Frequently observed positive roles are presented here.
This very gifted individual can often solve difficult problems, but he or she often becomes too
immersed in the given problem to communicate effectively with other team members.
2. Resource investigator
This enthusiastic worker is a great motivator and good communicator. He or she may become
disinterested once the initial enthusiasm wears off.
3. Coordinator
A natural team leader. Two downsides are that this person might seem manipulative or shirking of
responsibility.
4. Shaper
Thrives under pressure and will use determination and courage to overcome obstacles. He or she may
be easily provoked and ignore the feelings of others.
5. Motivator-evaluator
This worker sees “the big picture,” analyses correctly, and thinks strategically. A downside is that he or
6. Team worker
Is a good listener, avoids friction and confrontation, and focuses on relationships. May be indecisive in
a crunch situation or a crisis.
7. Implementer
The Implementer is disciplined, reliable, conservative, efficient, and practical. May also be inflexible
and slow to see new opportunities.
8. Completer-finisher
Conscientious, eager to get the job done, and also has a keen eye for details. This person may be a
worrier and reluctant to delegate.
9. Specialist
The specialist is a single-minded self-starter with strong dedication and possessing a specific skill
that is in short supply. On the downside, he or she may be stuck in a niche with little interest in
other knowledge and may dwell on technicalities.
Understanding the skills, actions, and attitudes required can help one become an effective team player.
A convenient method for classifying team activities in pursuit of goals is people-related versus task-
related.
The cornerstone attitude of an outstanding team player is to trust team members, including the leader.
Working on a team is akin to a small business partnership. Trusting team members also includes
believing that their ideas are technically sound and rational until proven otherwise. Taking risks with
other team members is another manifestation of trust.
Cooperation and collaboration are synonymous with teamwork. Collaboration at a team level refers to
working jointly with others to solve mutual problems. Achieving a cooperative team spirit is often a
question of making the first move.
A fundamental tactic for establishing oneself as a solid team player is actively to recognize the interests
and achievements of others. Let others know that you care about their interests. Be prepared to
compliment any tangible achievement.
The outstanding team player offers constructive criticism when needed but does so diplomatically.
Criticize the work, not the person. Ask a question rather than making a declarative statement.
An effective team player shares praise and other rewards for accomplishment even if he or she were the
most deserving. Shared praise is usually merited to some extent because teammates have probably
made at least some contribution to the achievement that received praise.
We all have achievements and accomplishments that are sources of pride. Belittling the achievements
of others for no legitimate reasons brings about tension and anger. Suppress your feelings of petty
jealousy.
The task aspects of team play also make a key contribution to becoming an effective team player. A
task aspect usually has interpersonal consequences.
Technical refers to the intimate details of any task, not just tasks in engineering, physical science, and
information technology. To be used to advantage, the expertise must be shared. The technical expert
must be able to communicate with team members in other disciplines who lack the same technical
background.
The outstanding team player assumes responsibility for problems. If a problem is not yet assigned, he
or she says, “I’ll do it.”
Effective team players need to think conceptually, or see the big picture. The team leader who can help
the group focus on the broader purpose plays a vital role.
D. Believe in Consensus
A major task-related attitude for outstanding team play is to believe that consensus has merit.
Consensus is the general acceptance by the group of a decision, including a willingness to support the
decision.
E. Focus on Deadlines
Differences in perception about the importance of deadlines influence the group’s ability to meet them.
Keeping the group focused on deadlines is valuable task behaviour because meeting them is vital to
team success.
A person’s stature as a team player will increase if he or she takes the initiative to help co-workers
make needed work improvements. Identify a problem a co-worker is having, and then suggest
alternatives he or she might be interested in exploring.
This person goes beyond the expectations of his or her job description in working for the good of
the organization even without the promise of a specific reward.
As organizations continue to increase their use of teams, some of the best opportunities for
practicing leadership occur as a team leader. Participative leadership involves sharing authority
with the group.
A major initiative for building teamwork is for the team leader to share, or distribute, leadership
responsibilities among group members (collective leadership.)
A starting point in developing teamwork is to specify the team’s mission, which should contain a
specific goal and purpose and should be optimistic and uplifting.
A leader should recognize and reward ethical behaviour, particularly when there is a temptation to
be dishonest.
Members need to believe that the team has urgent, constructive purposes.
A superficial type of camaraderie develops when team members avoid honestly criticizing one
another for the sake of group harmony. Avoiding criticism can result in groupthink.
With peer-evaluation systems, the team members contribute to the evaluation by submitting
evaluations of one another. These evaluations can take many different forms.
When team members have a clear understanding of how their work contributes to the company, the
team is more likely to work together more smoothly.
An established leadership theory, the leader-exchange model, helps to explain that group leaders
establish unique working relationships with group members, and by doing so, create in-groups and
out-groups.
This case illustrates the challenges of attempting to be perceived as a team player even when the
team member really is and wants to be a good team player.
1. How effective do you think Leah’s initiatives are in helping her develop a reputation as a
strong team player?
Leah is trying hard to develop her reputation as a team player, but she has to guard against
appearing a little contrived. For example, her donut initiative was not so well received.
Bringing in baked cookies might be more acceptable because it is more personal and does not
appear to cost as much as store-bought donuts.
2. If you were Leah’s supervisor how would you react to the e-mails she sent to the group?
Leah’s supervisor might think that she is overstepping her bounds because it should be the
supervisor’s responsibility to manage unbalanced workloads within the group. It might have
been better for Leah to inform her supervisor that she was willing to take on extra work when
she could spare the time. Leah’s coworkers would have been appreciative of Leah’s effort
without her appearing to have taken over part of the supervisor’s role.
3. What advice would you offer Lean to help her advance her reputation as a team player?
Leah is taking useful initiatives to be a good team player, but she might have to be more
subtle. Leah should also consider some of the guidelines for contributing to both the
interpersonal and task aspects of team play covered in this chapter. Two of many examples
would be finding ways to recognize the interests and achievements of others, and helping
team members do their jobs better.
This case illustrates how team members occupy different roles in an effective team. Often these
roles involve checks and balances.
Ruth’s most notable role is that of monitor-evaluator. She is cautioning the group not to
move too fast, and also questions the advisability of recommending that pensions be cut.
Ruth also shows some specialist activity because she wants to study potential negative
ramifications of pension cutting.
Ruth appears to be effective in her role because team leader Carlos is willing to hold back on
making a recommendation until the pension-cutting issue is explored further.
Jack has placed himself in the creative problem-solver role. He thinks he has found a solution
to a difficult problem. We also see a hint of the completer-finisher role because Jack appears
eager to get the job done.
Jack appeared to be effective at first because several members of the team were willing to go
along with his recommendation about cutting pensions. However, Ruth stepped in and Jack’s
recommendation was cast aside at least temporarily.
Carlos appears to be effective in his role as team leader. He listens to the team members, and
he coordinates ideas. He also asks the team questions. He is a consensus-style leader. Perhaps
Carlos would be even more effective if he shared his opinion about the pension-cutting
alternative solution.
2. A good example of groupthink would be (b) a company team promoting the marketing and
selling of a new sports product without a detailed analysis of its safety.
3. All of the following are effective team member strategies except (a) never criticizing other
team members.
4. Participative leadership can be defined as (b) The team leader shares the leadership with the
team as a facilitator or coach.
5. Many skills that assist people in being effective team members also assist with being an
effective team leader, including (b) recognizing team member accomplishments.
6. Part of being a good team player is helping other members. How can members of a workplace
team help each other?
Helping teammates can take several forms, including giving assistance in solving problems,
offering advice, and giving emotional support. Workload sharing when a teammate is
overloaded is another important vehicle for help.
7. What should the other team members do when they uncover a social loafer?
A starting point would be for several, or all, the other members to discuss their perception of
his or her social loafing with the loafer. If confrontation and problem solving does not work,
the manager to whom the team reports might be asked to intervene.
There are numerous potential downsides. For one, the specialist is the person least likely to
be a team player, so building synergy may be difficult.
9. What team roles do you feel are most important for motivating other team members to achieve
goals? Explain your reasoning.
A good mix of roles on either end of the spectrum would be helpful: having both
analyst/challenger types as well as gregarious, easy communicators would, working together,
help move a team forward. Team members would know they have achieved synergy when it
is apparent to them that something substantial has been accomplished that they could not
have achieved working independently. Each member might think, “I could never have
produced this myself.”
A benefit of this self-assessment quiz is that it may point toward areas for development if one is to
become an outstanding team player.
This quiz is useful in specifying a representative set of skills that senior managers think are important
for contributing to a team.
A benefit of this self-assessment quiz is that it may help sensitize the student to the importance of
playing positive roles within the group.
An important feature of this exercise is that it challenges the diagnostic skill of students. To be
successful in this exercise, students should carefully study the various roles before watching the role
players and making observations about the roles.
Although this exercise might appear frivolous, students can be counted on to conduct it in a serious
manner yet still have a few laughs. A lot of the humor depends on how outrageous the items are on
the list. My experience is that the exercise leads to sensible comments about cooperation, but does
not lead to great revelations. It is helpful to discuss jobs for which trust in the cooperation and
physical capabilities of teammates is extraordinarily important. Examples include mountain
climbers, divers, and fishers who take out after dangerous prey while being tethered to the boat.
An advantage of this activity is that it showcases the importance of teamwork. Many students will
enjoy the activity; however, they may need prodding to make astute comments about the level of
teamwork displayed.
Photo: Mansell.
LAMBS.
(Relief on fifth century tomb at Ravenna.)
Why mankind? he asks; why not ants and flies? Night serves them
also for rest and day for seeing and working. If it be said that we are
the king of animals because we hunt and catch them or because we
eat them, why not say that we are made for them because they
hunt and catch us? Indeed, they are better provided than we, for
while we need arms and nets to take them and the help of several
men and dogs, Nature furnishes them with the arms they require,
and we are, as it were, made dependent on them. You want to make
out that God gave you the power to take and kill wild animals, but at
the time when there were no towns or civilisation or society or arms
or nets, animals probably caught and devoured men while men
never caught animals. In this way, it looks more as if God subjected
man to animals than vice versâ. If men seem different from animals
because they build cities, make laws, obey magistrates and rulers,
you ought to note that this amounts to nothing at all, since ants and
bees do just the same. Bees have their “kings”; some command,
others obey; they make war, win battles, take prisoner the
vanquished; they have their towns and quarters; their work is
regulated by fixed periods, they punish the lazy and cowardly—at
least they expel the drones. As to ants, they practise the science of
social economy just as well as we do; they have granaries which
they fill with provisions for the winter; they help their comrades if
they see them bending under the weight of a burden; they carry
their dead to places which become family tombs; they address each
other when they meet: whence it follows that they never lose their
way. We must conclude, therefore, that they have complete
reasoning powers and common notions of certain general truths,
and that they have a language and know how to express fortuitous
events. If some one, then, looked down from the height of heaven
on to the earth, what difference would he see between our actions
and those of ants and bees? If man is proud of knowing magical
secrets, serpents and eagles know a great deal more, for they use
many preservatives against poisons and diseases, and are
acquainted with the virtues of certain stones with which they cure
the ailments of their young ones, while if men find out such a cure
they think they have hit on the greatest wonder in the world. Finally,
if man imagines that he is superior to animals because he possesses
notion of God, let him know that it is the same with many of them;
what is there more divine, in fact, than to foresee and to foretell the
future? Now for that purpose men have recourse to animals,
especially to birds, and all our soothsayers do is to understand the
indications given by these. If, therefore, birds and other prophetic
animals show us by signs the future as it is revealed to them by
God, it proves that they have closer relations with the deity than we;
that they are wiser and more loved by God. Very enlightened men
have thought that they understood the language of certain animals,
and in proof of this they have been known to predict that birds
would do something or go somewhere, and this was observed to
come true. No one keeps an oath more religiously or is more faithful
to God than the elephant, which shows that he knows Him.
Hence, concludes Celsus, the universe has not been made for man
any more than for the eagle or the dolphin. Everything was created
not in the interest of something else, but to contribute to the
harmony of the whole in order that the world might be absolutely
perfect. God takes care of the universe; it is that which His
providence never forsakes, that which never falls into disorder. God
no more gets angry with men than with rats or monkeys: everything
keeps its appointed place.
In this passage Celsus rises to a higher level than in any other of
the excerpts preserved for us by Origen. The tone of irony which
usually characterises him disappears in this dignified affirmation of
supreme wisdom justified of itself not by the little standards of men
—or ants. It must be recognised as a lofty conception, commanding
the respect of those who differ from it, and reconciling all apparent
difficulties and contradictions forced upon us by the contemplation of
men and Nature. But it brings no water from the cool spring to souls
dying of thirst; it expounds in the clearest way and even in the
noblest way the very thought which drove men into the Christian
fold far more surely than the learned apologies of controversialists
like Origen; the thought of the crushing unimportance of the
individual.
The least attentive reader must be struck by the real knowledge of
natural history shown by Celsus: his ants are nearly as
conscientiously observed as Lord Avebury’s. Yet a certain suspicion
of conscious exaggeration detracts from the seriousness of his
arguments; he strikes one as more sincere in disbelieving than in
believing. A modern writer has remarked that Celsus in the second
half of the second century forestalled Darwin in the second half of
the nineteenth by denying human ascendancy and contending that
man may be a little lower than the brute. But it scarcely seems
certain whether he was convinced by his own reasoning or was not
rather replying by paradoxes to what he considered the still greater
paradoxes of Christian theology.
The shadow of no such doubt falls on the pages of the
neoplatonists Plotinus and Porphyry. To them the destiny of animals
was not an academic problem but an obsession. The questions
which Heine’s young man asked of the waves: “What signifies man?
Whence does he come? Whither does he go?” were asked by them
with passionate earnestness in their application to all sentient things.
Plotinus reasoned, with great force, that intelligent beast-souls must
be like the soul of man since in itself the essence of the soul could
not be different. Porphyry (born at Tyre, A.D. 233), accepting this
postulate that animals possess an intelligent soul like ours, went on
to declare that it was therefore unlawful to kill or feed on them
under any circumstances. If justice is due to rational beings, how is
it possible to evade the conclusion that we are also bound to act
justly towards the races below us? He who loves all animated nature
will not single out one tribe of innocent beings for hatred; if he loves
the whole he will love every part, and, above all, that part which is
most closely allied to ourselves. Porphyry was quite ready to admit
that animals in their own way made use of words, and he mentions
Melampus and Apollonius as among the philosophers who
understood their language. He quoted with approval the laws
supposed to have been framed by Triptolemus in the reign of
Pandion, fifth king of Athens: “Honour your parents; make oblations
of your fruits to the gods; hurt not any living creature.”
Neoplatonism penetrated into the early Church, but divested of its
views on animal destiny; even the Catholic neoplatonist Boëthius,
though he was sensitively fond of animals (witness his lines about
caged birds), yet took the extreme view of the hard-and-fast line of
separation, as may be seen by his poem on the “downward head,”
which he interpreted to indicate the earth-bound nature of all flesh
save man. Birds, by the by, and even fishes, not to speak of camel-
leopards, can hardly be said to have a “downward head.” Meanwhile,
the other manner of feeling, if not of thinking, reasserted its power
as it always will, for it belongs to the primal things. Excluded from
the broad road, it came in by the narrow way—the way that leads to
heaven. In the wake of the Christian Guru came a whole troop of
charming beasts, little less saintly and miraculous than their holy
protectors, and thus preachers of the religion of love were spared
the reproach of showing an all-unloving face towards creatures that
could return love for love as well as most and better than many of
the human kind. The saint saved the situation, and the Church
wisely left him alone to discourse to his brother fishes or his sister
turtle-doves, without inquiring about the strict orthodoxy of the
proceeding.
Unhappily the more direct inheritors of neoplatonist dreams were
not left alone. A trend of tendency towards Pythagoreanism runs
through their different developments from Philo to the Gnostics,
from the Gnostics, through the Paulicians to the Albigenses. It
passes out of our sight when these were suppressed in the
thirteenth century by the most sanguinary persecution that the
world has seen, but before long it was to reappear in one shape or
another, and we may be sure that the thread was never wholly lost.
The great and cautious Darwin said that the senses, intuitions,
emotions, and faculties, such as love, memory, attention, curiosity,
imitation, reason, of which man boasts, may be found in an
incipient, or even, sometimes, in a well-developed condition in the
lower animals. “Man, with all his noble qualities, his God-like
intellect, still bears in his bodily frame the indelible stamp of his
lowly origin. Our brethren fly in the air, haunt the bushes, and swim
in the sea.” Darwin agreed with Agassiz in recognising in the dog
something very like the human conscience.
Dr. Arnold said that the whole subject of the brute creature was
such a painful mystery that he dared not approach it. Michelet called
animal life a “sombre mystery,” and shuddered at the “daily murder,”
hoping that in another globe “these base and cruel fatalities may be
spared to us.” It is strange to find how many men of very different
types have wandered without a guide in these dark alleys of
speculation. A few of them arrived at, or thought they had arrived
at, a solution. Lord Chesterfield wrote that “animals preying on each
other is a law of Nature which we did not make, and which we
cannot undo, for if I do not eat chickens my cat will eat mice.” But
the appeal to Nature will not satisfy every one; our whole human
conscience is a protest against Nature, while our moral actions are
an attempt to effect a compromise. Paley pointed out that the law
was not good, since we could live without animal food and wild
beasts could not. He offered another justification, the permission of
Scripture. This was satisfactory to him, but he must have been
aware that it waives the question without answering it.
Some humane people have taken refuge in the automata
argument, which is like taking a sleeping-draught to cure a broken
leg. Others, again, look for justice to animals in the one and only
hope that man possesses of justice to himself; in compensation after
death for unmerited suffering in this life. Leibnitz said that Eternal
Justice ought to compensate animals for their misfortunes on earth.
Bishop Butler would not deny a future life to animals.
Speaking of her approaching death, Mrs. Somerville said: “I shall
regret the sky, the sea, with all the changes of their beautiful
colouring; the earth with its verdure and flowers: but far more shall I
grieve to leave animals who have followed our steps affectionately
for years, without knowing for certainty their ultimate fate, though I
firmly believe that the living principle is never extinguished. Since
the atoms of matter are indestructible, as far as we know, it is
difficult to believe that the spark which gives to their union life,
memory, affection, intelligence, and fidelity, is evanescent.”
In the seventeenth and eighteenth centuries, seven or eight small
works, written in Latin in support of this thesis, were published in
Germany and Sweden. Probably in all the world a number,
unsuspectedly large, of sensitive minds has endorsed the belief
expressed so well in the lines which Southey wrote on coming home
to find that a favourite old dog had been “destroyed” during his
absence:—
The holders of this “no narrow creed” start with all the advantages
from the mere point of view of dialectics. They can boast that they
have placed the immortality of the soul on a scientific basis. For
truly, it is more reasonable to suppose that the soul is natural than
supernatural, a word invented to clothe our ignorance; and, if
natural, why not universal?
They have the right to say, moreover, that they and they alone
have “justified the ways of God.” They alone have admitted all
creation that groaneth and travaileth to the ultimate guerdon of the
“Love which moves the sun and other stars.”
INDEX
Abdâls, 261-262
Abu Djafar al Mausur, Caliph, 232
Abu Jail, 241-243
Achilles, 26-27, 298
Adi Granth, 201
Æsop’s fables, 25, 29-30, 80-81
Aethe, 26
Aethon, 26
Afghan ballad, 241-243
African pastoral tribes, 95
Agamemnon, 25-26, 29
Agassiz, 364
Agora Temple, 77
Ahimsa, 166-167, 172, 193
Ahriman, 124-126, 143, 145-146, 149-151, 158-159
Ahriman, hymn to, 125
Ahuna-Vairya, 138
Ahura Mazda, 116, 121-122, 136, 138-139, 143, 154, 158-159
Alberti, Leo Battista, 154, 158-159, 352
Albigenses, 346
Alexander the Great, 75, 133
Alfonso, King of Spain, 291-292
Alger, W. R., 286
Alhambra, 229
Al Rakîm, 230
Amatongo, 107-109
Amazulu, 107
L’âme est la fonction du cerveau, 357
Ammon, Temple of, 31
Amon Ra, 103
Amritsar, 201
Anaxandrides, 82
Anchorites, 179, 252-254
Andromache, 26
Animals, treatment of, in India, 19;
the purgatory of men, 21;
slaying of, by Greeks, 24-25;
naming of, 26;
prophetic powers of, 27-28;
talking, 29;
Roman treatment of, 45-46;
butchery of, at Colosseum, 51;
imported for arena, 51-52;
humanity of, 53-54;
performing, 54-55;
Plutarch on kindness to, 64-71;
Plutarch on animal intelligence, 67-71;
instances of discrimination of, 75-76;
domestication of, 90-91;
value of, 94-95;
excuses for killing, 100;
attitude of savages to, 107-108;
killing of, by priests, 148-150;
Zoroastrian treatment of, 147-157;
in sacred books, 188;
Hebrew treatment of, 212-220;
hunting of, by Moslems, 224-225, 232, 241-243;
musical instinct in, 245-246;
and the Messiah, 247-252;
and saints, 259;
stories of, 306-316;
theory of Celsus as to intelligence of, 340-344;
theory of Porphyry, 344;
the Church and humanity, 346;
animal prosecutions, 347-351;
Renaissance admiration of, 352-353;
animals and thought, 355;
automata
theory, 353-359, 365;
societies to protect, 359-360;
ill-treatment and immortality, 362;
principle of evolution, 363
Antelope, 240
Ants, wisdom of, 76-77;
killing of, 149-150;
Hebrew proverb, 216;
in the Koran, 227;
social economy of, 341-342
Apis, 102, 144
Apollo, 246