1

Introduction

OBJECTIVES OF THE STUDY

To study competencies that managers use to build teams. To study that how managers formed teams. To know about the strategies of team building. To know about the effectiveness of team. To know the impact of teams in a organization. To understand the competencies required for team building. To know that how a good team contributes in achieving the objectives of organization.

CONTENTS
1.Introduction of competencies. Manager competencies. 2.Introduction to Team Building Strategies
Meaning Benefits Stages in team building . Ten tips for effective team building. Characteristics of a good team. Strategies to improve team effectiveness. Strategies to overcome few possible situations which hinders the success of team work. Issues of team building.

3.Research Methodology 4.Data Analysis & Findings 5.Conclusions 6.Recommendations 7.Bibliography

Introduction to Competencies
Competencies are probably most closely related to abilities. However, in our craft, the term ability normally means either able to do or a special talent; while competencies relate more to expertise and experience. Competencies can be thought of as the state or quality of being well qualified to perform a task. A person gains competency through education, training, experience, or natural abilities. Klemp (1980, p21) defined competence as an underlying characteristic of a person which results in effective and/or superior performance on the job. While a more detailed definition is a cluster or related knowledge, skills, and attitudes that reflects a major portion of one's job (a role or responsibility), that correlates with performance on the job, that can be measured with well-accepted standards, and that can be improved with training and and development (Parry, 1996, p50). While there are many definitions of competency, most of them have two common elements:
o

The competency is an observable and measurable knowledge and skills.

The knowledge and skills must distinguish between superior performers (or exemplary performance) and other performers.

Attributes > Competencies > Performance Outcomes David McClelland The original use of competencies was conceived by David McClelland. He first used it as an alternative for the replacement of intelligence tests with criterion reference testing (McClelland, 1973). He argued that intelligence tests were not valid predictors of intelligence and irrelevant to the
8

workforce. There used to be a joke among Psychologists that intelligence was what the intelligence test measured, but McClelland thought the joke was uncomfortably near the whole truth and nothing but the truth. Following his groundbreaking 1973 article, a number of large organizations called him. McClelland selected to work with the U.S. State Department to improve their failing selection process, which was based on selecting the best and brightest from elite universities. McClelland developed competencies for each position based on behavioral interviews with superior performing Foreign Service Officers and underpinned each competency with behavior indicators. However the State Department never really implemented his findings because it challenged their fundamental view they came from the top schools themselves and were personally committed to upholding the status quo, rather than improving their selection process (Berger & Berger, 2003). However, he was more successful in implementing similar programs for the U.S. Navy and other large organizations.

Contrasts It would probably be tasks (to include conditions and standards). Tasks are normally very specific in that they inform the task holder and other interested persons, such as supervisors and trainers, on how each logical and necessary action results in a major accomplishment. The main benefit of tasks is that since they are normally very specific, especially when they include the steps, they leave little room for error when it comes to evaluating the worthiness of task performance. However, being very specific, they can be extremely time-consuming to create, especially when
9

a job may have 50 to 100 tasks or more. And with jobs and processes rapidly changing in many environments, they can quickly become outdated. In addition, when it comes to such professions as management, leadership, and knowledge workers, most job responsibilities are often ill-defined and very broad in scope, thus the specific nature of tasks do not work well. Thus, the ideal of competencies, which at first may look more like broad conceptions of a job, is to base them on the analysis of exemplary performers (McClelland, 1973). After an analysis, normally composed of interviews and/or observations, a few keyword(s) are chosen to describe each competency. Each job normally has five to ten competencies. The number is normally kept small, otherwise they run into the same problems as tasks there are simple too many to properly evaluate and keep up-todate. For example, some of the competencies for a person in a leadership position might include Ethics, Decision Making, Team Development, and Coaching. Behavioral Indicators As noted, competencies are normally based on an analysis by interviewing and observing an expert performer. During the analysis, key behavioral indicators are determined for successful performance of the job. These behavioral indicators are linked to a competency. For example, the competency of Decision Making might include the following behavioral indicators:
o

Dealing with difficult decisions:

10

Able to connect information together in order to diagnose problem.

o

Determines root cause to fully resolve issue divisive issues.

o

Sensitive to the needs of others when dealing with Commits to a course of action:

o o

Can make decisions quickly when necessary.

Seeks the correct answer and understands the impact that the decision could have on other organization issues.

The behavioral indicators are often contrasted with INEFFECTIVE indicators, for example: Dealing with difficult decisions:
o

Avoids making decisions and often waits for others to make the decision.
o

Does not take responsibility for wrong or ineffective decisions.

Competency models are also helpful in the growth of present employees. Few, if any employees will be expert performers in all the competencies listed for a position, thus the model is used to help them with their career growth within the organization. For example, in one organization where I worked we had a manager who was very good, except for his decision making aspect. He had a tendency to make decisions that were good for his department, but were often not well suited for the organization as a whole,
11

that is, according to the behavioral indicator given above, he failed to realize the impact his decisions had on other organizational issues. Thus he was promoted to a department that had a history of making good decisions and put under the mentorship of a person known to excel in making quality decisions (sometimes it pays to be not quite perfect). Criticisms The two major complaints about competencies seem to be its lack of a common definition and understanding and the possibility of becoming ethnocentric. While many terms in our craft lack a common definitions and understanding among its members, competencies seem to be about the worst offender. In some cases, the word entirely changes. For example, Behavioral-Based Interviewing looks as if it is mostly based upon the concept of the competency modeling process. Since competencies often encompass attitudes, there is the danger of them becoming so specific that it could promote ethnocentrism, rather than diversity. One has to be quite careful when including attitudes with competencies.

12

13

Manager Competencies

TEAM LEADER & MANAGER COMPETENCIES Personal competencies are the key skills used by effective Team Leaders and Managers to work towards achieving the purpose and objectives specified within Lancashire County Council's Corporate Strategy. This competency framework details the most critical behaviours which are most likely to lead to effective performance. They are set against a number of important corporate responsibilities and activity themes: Quality Assurance, Environmental responsibilities under Local Agenda 21, Best Value, Community Safety and Engagement, Cross-Directorate Working, Partnerships, Performance and Modernisation initiatives. Elements of these activity themes appear across the competency categories and are essential in ensuring that personal competence is explicitly linked to the corporate goals of the authority. This competency framework is intended as a working document outlining the principles which direct our activity and guide us in the way we act both with colleagues and with the public we serve throughout Lancashire. The Team Leader & Manager Competency Framework is an analysis of best practice by first line supervisors and managers in Lancashire County Council, taking into consideration the ever changing structure of the authority and the roles within it. The competencies were developed through a systematic process, which empirically examined the essential key functions of the role and reviewed the behaviour and attitudes of many Team Leaders and Managers across the council. The competencies can be used in a number of ways, for instance, as the basis of development programmes, to identify the strengths and weaknesses in teams and individuals, as an assessment criteria in selection and appraisal, and as a benchmark for evaluating organisational and operational effectiveness. The role of a Team Leader/Manager is a dynamic one and Lancashire County Council intends to keep the Competency Framework under review and updated to ensure that it reflects the actual needs of Team Leaders and Managers across the authority. Effective Team Leaders and Managers in any role need to be able to draw on a repertoire of eight personal competencies: team leadership team performance resource management problem solving learning and development team and self motivation communication knowledge and understanding

Each of these competencies can be observed through key behaviours demonstrated by Team Leaders and Managers. The competencies work together in enabling Team Leaders/Managers to achieve results. One competency may be dominant in a particular situation or event, but it will usually be supported by other competencies. As an event or situation unfolds, other competencies will become relevant. Overlap exists between some of the key behaviours. Some are about independent action and others are about working closely with colleagues or members of the diverse communities to which Lancashire County Council provides services. It is important to remember that the behaviours and competencies are not valuable in themselves. They are valuable only insofar as they help Team Leaders and Managers to achieve results. Effective Team Leaders/Managers use their judgement to apply the right competency at the right time. Key activities for Team Leaders/Managers in each competence area are specified and are intended to provide a context into which the behaviours can be set and understood. They are not exclusive, but may suggest other key activities in which competence can be demonstrated. Whilst the majority of competencies apply to all roles, some may relate more to specific roles or particular tasks. Not everyone is equally strong in every competency, but display a variety of different profiles of strengths, styles and preferences. Each of the competencies can be observed through key behaviours as set out below:-

PERSONAL EFFECTIVENESS Shows consideration, concern and respect for other people's feelings and opinions. Demonstrates self-motivation, initiative and gets on with tasks without more reference back than is necessary. Establishes and maintains constructive and open relationships with colleagues and customers. Communicates effectively, clearly and concisely avoiding jargon. Projects a helpful and professional image to colleagues and customers.

Contributes to a healthy and safe working environment. Is resilient and is able to respond to work related pressures in a positive way to ensure their personal health and well being. Uses Information and Communication Technology effectively to meet the requirements of the job. Shows an active commitment to his/her own development. CUSTOMER FOCUS Identifies customer needs and consistently meets them. Recognises the needs of customers who may have special requirements. e.g. barriers to communication or access. Is positive and helpful when communicating with customers. Answers queries and solves problems confidently and effectively and keeps the customer informed of progress. Seeks feedback from customers to improve the service

TEAMWORK AND COOPERATION Co-operates with others, shares useful or relevant information and experience. Offers help when needed. Encourages views from others and appreciates other team members' perspectives. Understands how own work can impact on other team members. Values others' expertise. Speaks positively about the team, the manager and the County Council and does not blame others. Develops good working relationships with other teams, divisions or directorates. ACHIEVEMENT FOCUS

Knows what the team's and the County Council's objectives are and how his/her efforts contribute to the achievement of them Meets deadlines producing an agreed quality and quantity of work Reviews own performance against plans to achieve a more efficient and effective service Constructively challenges current working methods and suggests ways to improve them EQUALITY Demonstrates an understanding of the County Council's Equal Opportunities Policy commitments Respects and values race, gender and other diversity issues and how they contribute to the service Contributes to a positive non-discriminatory work environment

These frameworks have been specifically developed for Lancashire County Council and underpin our commitment to make Lancashire a good place to live, work and visit, now and in the future. A place where everybody matters.

TEAM LEADERSHIP Description Effective leaders not only influence and facilitate the activity of others but also lead by example. In managing teams they are more likely to adopt different styles of leadership behavior to suit the situation or circumstances. Team Leaders and Managers encourage others to work as a team, give responsibility to others to identify, plan and co-ordinate their own activity against departmental or directorate objectives. Effective Team Leaders/Managers know when to take the lead in initiating action and directing activity, and when to stand back and allow others to lead. Team Leaders and Managers will accept responsibility for personal and team decisions and outcomes, and when necessary will make decisions which may be unpopular with others. Mostly demanded by: Operational planning and delivering council services. Briefing teams, allocating tasks and communicating job related information. Coordinating or directing team activities. Organising and conducting team meetings and team building sessions. Giving feedback on operational performance. Key behaviours and outcomes made by self or others. Effective performance Encourages team members to take ownership by involving them in decision making and planning. Seeks advice from team members, specialists and other informed sources on resolving problems or delivering services. Provides sufficient support and advice to team members to allow them to co-ordinate and direct their own activity. Knows when to intervene and when to observe or listen. Displays a willingness to accept ultimate accountability for decisions

Less effective performance Rarely consults or involves others in making decisions or planning. Relies mostly on own expertise and experience, rarely consults others.

Provides support and advice to team members only when directly requested to do so. Prefers to take control of situations and intervenes at inappropriate or unnecessary times. Often blames others in situations where outcomes are less than favourable.

TEAM LEADERSHIP Key behaviours continued: Effective performance Responsibility is given to others to direct work taking into account development needs and future potential. Explains the rationale behind advice given or decisions made where possible. Takes the initiative in decision making and plans, even when the proposed direction is unpopular. Recognises appropriate time and need to seek advice and guidance from line manager. Reacts promptly, when necessary to situations or events which demand immediate action or response. Where necessary , takes the leading role in co-ordinating and directing the activities of team members. Decisions remain rational and impartial even when under pressure. Effective performance Provides few opportunities for others to take responsibility or allocates responsibility without considering development needs and expertise. Provides no reasons or explanations for decisions made. Allows others to make unpopular decisions or tends to favour the easier path. Constantly refers to line management for confirmation and approval of action or decisions taken or about to be taken. Slow in re-acting to events or situations. Stands back or is slow to react when supervision is required in team activity. Decisions made show inconsistency and possible bias.

TEAM PERFORMANCE Description This competence concerns evaluating current working environments and processes to ensure that council services are efficient and effective. They will focus on performance and the achievement of goals and objectives. Effective Team Leaders and Managers will help in developing and implementing performance measurement systems; collecting and analysing information about the impact of team activity on the provision of community based services. They will take responsibility for getting things done and making it right first time. They know the importance of getting feedback from others and how to encourage, enable and use such feedback in a constructive manner to assist the team and meet the expectations of the diverse communities with the area covered by Lancashire County Council. Mostly demanded by: Conducting staff appraisals. Consulting with management regarding performance indicators and service provision. Collecting information and completing end of year returns. Checking departmental or staff paperwork Key behaviours Effective performance The team are encouraged to take responsibility for meeting customer and/or community requirements. Detail about activities, progress, results and emerging problems are passed onto the line manager. Regularly monitors work activity, outputs and outcomes against departmental objectives and policy. Members of the community are encouraged to discuss their requirements and seek clarification about the services provided by Lancashire County Council. Sets clear, challenging and realistic targets for teams or individuals. Less effective performance Fails to communicate collective responsibility for meeting customer and/or community expectations. Prefers to keep performance information to self or team. Waits for things to go wrong before reviewing methods of working. Customers are discouraged from discussing their requirements or seeking clarification about service provision. Allows teams or individuals to set lower targets or take the easier pathway, or sets unachievable targets.

RESOURCE MANAGEMENT Description This competence concerns the efficient management of personal and team resources and includes monitoring and controlling the way in which resources are used. Effective Team Leaders and Managers encourage team members to take responsibility for the way they use resources and monitors their use in terms of Health and Safety regulations. They ensure that resources are used efficiently and in ways that maintain the quality of service. An assessment of risk is made and problems with the use of resources identified. Recommendations are made to correct these problems to ensure best value. Accurate and complete records are kept of the resources used and fed back into the planning stage to enhance future use. Mostly demanded by: Planning staffing levels to meet service provisions. Allocating overtime and additional work. Assessing resource needs of team or department. Making bids for additional equipment or other resources. Key behaviours Effective performance The allocation of work is clear, accurate and contains all the relevant details. Team work plans make efficient and cost effective use of available resources, reducing waste. Information on the use of resources is fed back into the planning stage, so that changes in service provision can be effected quickly and efficiently. Individual responsibility for the use of resources is communicated effectively to team members. Less effective performance Work allocation and objectives are unclear, inaccurate or do not contain all the relevant details. Team work plans are not cost efficient in terms of resource use. Information on the use of resources is limited following operational events.

Individuals are not aware of the implications or their responsibility for the use of resources.

RESOURCE MANAGEMENT Key behaviours continued: Effective performance Ensures that work activities consistently meet quality and delivery standards. Monitors factors which may cause team operations to be disrupted and takes appropriate measures to minimise their effects. Records of the use of resources are complete, accurate, detailed and legible. Health and safety systems and procedures are maintained according to requirements and team members are instructed accordingly. Ensure that working conditions and the use of resources satisfy current legislation, approved codes of practice and organisational requirements. Ensures that the use of resources represent Best Value and are more likely to meet departmental or community requirements. Takes personal responsibility in identifying the risks associated with work activities or use of resources. Understand the Authority's financial systems and procedures to the level required in managing own resources. Less effective performance Quality and delivery standards fall below acceptable levels. Waits until things go wrong before taking action.

Records are incomplete or inaccurate.

Health and safety systems and procedures are not followed.

Working conditions and the use of resources do not satisfy current legislation, approved codes of practice and organisational requirements. The use of resources is often wasteful or does not maximise benefits.

Allows work activity to take place without due concern for the personal risks involved. Fails to take account of costs and implications in managing resources

PROBLEM SOLVING Description Problem solving activity should be information led, have clear community focus, utilise partnerships and deal with cause rather than the effects of problems. Effective Team Leaders and Managers will consult widely on the nature of issues, seeking advice and guidance from team members, management and the community. They use their own and others experience and knowledge to understand or identify current or potential problems and look to implement long lasting solutions to the problems or concerns of the communities within Lancashire. A systematic and structured approach will help Team Leaders/Managers and their teams to draw conclusions, and learning from key events or situations. Mostly demanded by: Planning future team activity and service provision. Reviewing current working practices. Reviewing community views and expectations on council services. Auditing services. Implementing or contributing to Service Improvement or Business Plans. Key behaviours Effective performance Produces a variety of solutions to a problem or issue before making a decision. Uses own experience and evidence from others to identify real problems and understand situations. Searches for and gathers all relevant information efficiently before implementing actions. Transfers learning from one event to another. Ensures that any advice given is in accordance with departmental, section or directorate policy or procedures. Less effective performance Tends to focus on a single solution to a problem and prefers to stick to established and tried solutions. Judges situations on limited information without seeking confirmation from other sources. Implements actions without gathering or considering sufficient information. Unable to translate experience from one situation to another. Takes action or offers advice without reference to policy, procedures and constraints.

PROBLEM SOLVING Key behaviours continued: Effective performance Challenges the source and accuracy of information in ambiguous or vague events. Ensures that team members are given opportunities to discuss and contribute to the resolution of problems or issues related to service provision. Regularly discusses shared problems or concerns with key individuals within other agencies, departments or directorates. Is able, where necessary to explain and defend decisions or actions taken. Remains impartial and free of personal bias when considering ways to resolve problems. Anticipates potential problems or consequences of actions and develops alternative action plans. Less effective performance Tends to accept ambiguous or vague information without question. Team members are excluded from discussions regarding problems.

Fails to discuss problems with others/ key individuals.

Finds it difficult to provide explanations for the reasons behind decisions made. Allows personal bias to dictate action or behaviour. Adopts a reactive rather than proactive style to changing circumstances.

LEARNING AND DEVELOPMENT Description Effective Team Leaders and Managers will adopt an inclusive approach to learning and development, providing equal opportunities for all staff. They will encourage others to take an active part in their own development, but will also ensure that team development activity is relevant and cost effective. Team development will be geared towards activity which is more likely to lead to more efficient and effective services to the community. Team Leaders and Managers will promote on the job development, provide regular reviews, give constructive feedback on performance and use best practice assessment methods in selecting staff fairly. Mostly demanded by: Allocating tasks. Implementing Service Improvement Plans. Conducting staff appraisals. Identifying and providing development opportunities to meet training needs. Keeping up to date with professional standards, current legislation and procedures. Monitoring performance. Key behaviours Effective performance Actively identifies learning and development needs of team members. Others within the team are encouraged and assisted to evaluate the team's overall learning and development needs. Encourages all team members to evaluate their own training and development needs and to actively plan how they will be resolved. Ensures that development activity is relevant and cost effective in terms of delivering effective council services. Offers self in mentoring/coaching role to support overall team development. Less effective performance Ignores development needs of individuals and team. Evaluates team's overall learning and development needs without reference to others. Encourages team members to seek external training courses to meet development needs. Provides internal team training or commits team members to courses without reference to service provision. Leaves development activity to others.

LEARNING AND DEVELOPMENT Key behaviours continued: Effective performance Ensures that others know how to analyse, control and monitor risks associated with their activities. Selects or inducts new staff using fair and objective criteria. Ensure that team/individual training and development activities comply with legal and organisational requirements and approved codes of practice. Advice and feedback on the progress of work teams and individuals is prompt, regular, timely and constructive. Identifies, monitors and seeks remedy for causes and symptoms of stress in self and others. Regularly reviews own progress and performance with others to aid future performance. Assesses own level of performance realistically against job activities undertaken and personal competencies. Will take responsibility when appropriate for meeting own learning and development needs. Less effective performance Allows others to carry out tasks without due concern for the associated personal risks . Uses personal judgement or relies on criteria other than key abilities or competencies to select staff. Allows training and development activities without checking compliance with legal and organisational requirements and approved codes of practice. Is inconsistent in providing feedback, often unconstructive or inappropriate.

Allows stress to deteriorate job performance. Rarely or does not seek performance feedback. Over or under rates own performance levels against job activities or personal competencies. Relies on others to identify and action training and development.

TEAM AND SELF MOTIVATION Description This competence is concerned with Team Leaders/Managers managing their own and others time and workloads, whilst developing and maintaining productive working relationships with staff. Effective Team Leaders and Managers make clear to others the standards of work and behaviour expected. They identify and manage conflict before it arises and in dealing with others ensure equality and fairness. Team Leaders and Managers with this competence believe that they will succeed in their work and persist in this belief even though they may encounter initial difficulties or the opposition of others. Those with this competence will maintain their drive and determination through changes in working practice or procedure, presenting a positive and self assured image to others in a wide range of situations. Mostly demanded by: Supporting staff who deal with difficult events or situations. Directing or co-ordinating team activity. Conducting staff appraisals. Monitoring and managing sickness absence. Completing personal work tasks. Maintaining commitment, effort and discipline Key behaviours Effective performance Shows a personal willingness to understand and accept change. Manages own time and prioritises work in an effective and productive way. Checks out team members understanding of the implications of change and their commitment to their role in it. Is not disorientated by ambiguity and is able to positively manage confusion. Maintains beliefs, commitment and effort in spite of set-backs or opposition. Recognises and rewards positive performance and contribution to team work or service provision.

change. Less effective performance Takes a negative view of change and prefers to keep current tasks. Is easily overburdened with work and activities. Dictates compliance to change without explaining the merits or implications of Becomes disorientated and disheartened by ambiguity. Withdraws or becomes angry when confusion exists. Withdraws easily or becomes despondent when set backs occur. Ignores or does not acknowledge input from others.

TEAM AND SELF MOTIVATION Key behaviours continued: Effective performance Takes personal responsibility for resolving potential or actual conflicts between team members. Ensures that resolution of team conflicts demonstrate equality of opportunity. Able to assess and appreciate conflicting demands made on others. Makes time available to support others. Maintains impartiality and fairness when dealing with others. Focuses on facts, problems and solutions when handling an emotional situation. Personal information is handled with the appropriate level of confidentiality. Team members are sufficiently informed about changes in organisational policy and working practices which may affect them. Is reliable and maintains high standards in respect of punctuality. Less effective performance Ignores conflict or potential conflict until help or intervention becomes essential. Favours individuals without due reference to the issue or situation. Ignores conflicting demands made on others. Has limited time to provide support . Lets personal prejudice or bias affect style and tone of communication with others. Gets personally involved in situation and displays irrational responses. Discloses personal information to others. Withholds information about possible changes in working practice.

Sometimes late for work or situations.

COMMUNICATION Description Effective Team Leaders and Managers will consult with others in a way which encourages open and frank discussion, shows respect and maintains productive working relationships. They will recognise the importance of providing opportunities for team members to discuss problems, ask questions and seek clarification. They will encourage this to happen by remaining visible and approachable. An ability to recognise the needs and feelings of others and appreciate conflicting demands will be necessary in considering when and how to respond. They will be able to intervene and challenge inappropriate behaviour, communicate with others from diverse backgrounds and act professionally at all times. Mostly demanded by: Establishing working relationships or arrangements with: local community other service providers line managers and senior managers staff Conducting team briefings which includes allocating tasks/communicating job related information. Keeping appropriate records in compliance with procedures and regulations. Resolving issues or conflict with or between team members. Key behaviours Effective performance Regularly provides opportunities for team members to discuss problems or issues, which directly or indirectly affect their work. If suggestions or ideas are not taken up from team members, reasons are clearly given. Able to adopt or adapt a communication style appropriate to the individual and/or situation. Able to engage in informal social interaction with a variety of people with diverse backgrounds. Determines in advance the most effective way of communicating a message. Less effective performance Discourages or provides little opportunity for team members to express opinions or views. Provides no reasons for decisions or action. Style and content of communication is often inappropriate or out of context for audience. Tends to communicate formally and is unable to engage or build rapport with a variety of people. Adopts an inappropriate method of communicating a message.

COMMUNICATION Key behaviours continued: Effective performance Seeks to consult with, listen and encourage ideas from others. Encourages others to ask questions or seek clarification of their allocated activities. Displays tact and sensitivity when dealing with others. Asks probing questions to clarify understanding. Challenges inappropriate language or behaviour. Encourages contact with others by remaining visible and approachable during work activity. Paper work is clear, complete and presented within established time limits. Written proposals or recommendations are grammatically correct, concise and summarise salient points. Pays attention to detail when completing or checking paperwork. Adopts a professional and ethical approach to building working relationships, ensuring that personal behaviour and actions is beyond reproach. Less effective performance Looks inward and is often unwilling to listen to others peoples ideas or opinions. Allocates work or instructions without seeking understanding. Is unpredictable in response to others and can often be discourteous or unpleasant. Receives information, instructions or advice without seeking clarification. Allows inappropriate language to go unchecked. Hides behind the scenes, rarely seen during situations or work events. Paperwork is untidy, incomplete or often late. Written proposals are often confusing or poorly structured, sometimes containing irrelevant information Errors in paperwork appear at regular intervals. Enters into working arrangements or relationships without considering the perceptions of others.

KNOWLEDGE AND UNDERSTANDING Description Knowledge and understanding of organisational, community and technical issues is an essential competence for Team Leaders and Managers. This competence concerns knowledge of facts, procedures and people to help influence opinion, motivate others and achieve results. Effective Team Leaders and Managers seek contacts in the wider community and elicit information about community concerns to help direct and guide council services. Knowledge of ones own situation, LCC structures, strategic objectives and the environment into which the service is delivered will enhance performance. Mostly demanded by: Directing or co-ordinating team activity. Consulting with Lancashire communities about service provision or local environmental issues. Liasing with other departments or directorates. Consulting with external agencies. Key behaviours Effective performance Organisational Knows own role and terms of reference. Maintains a knowledge and understanding of working procedures and practices. Seeks information on how the Lancashire County Council political and decision making procedures operate. Maintains an in depth knowledge and understanding of how other teams are delivering services. Relates how team activity contributes to departmental or directorate objectives. Is aware of and can explain how Best Value works and how it can assist in Less effective performance Organisational Confused about role or terms of reference. Is out of touch with operational procedures and practices. Has difficulty in relating how team activity is determined and regulated. Maintains an insular view of team or area ignoring how others operate and how this may help and influence own performance. Allows daily activity without reference to performance indicators. Is unable to explain Best Value.

KNOWLEDGE AND UNDERSTANDING Key behaviours continued: Effective performance Community Seeks information on community or customers preferences in relation to service delivery. Displays understanding of equality issues, respects and values diversity. Technical Is aware of and understands the use of information technology in providing management information and performance data. Keeps up to date with professional knowledge and new skills Is aware of products and services available externally to the authority. Maintains a in-depth knowledge of technical devices. Maintains an in-depth knowledge of technical procedures. Maintains a knowledge of technical and professional information to aid personal and team performance, such as:-

Equalities Health & Safety Disciplinary Procedures Best Value Risk Management

Ensures that team maintains equipment in good order.

Less effective performance Community Delivers services without reference to community or customer preferences. Maintains a narrow view of diversity issues. Technical Lacks understanding of information technology systems.

Works within existing knowledge levels. Maintains an inward focus on available resources. Has limited knowledge of technical devices. Has limited knowledge of technical procedures. Has limited knowledge of technical and professional information.

WHAT IS A TEAM?
A small number of people with complementary skills who are committed to a common purpose, performance goals and approach for which they hold responsible mutually accountable.

A group of people is not a team.

A group consist of any number of people who interact with one another,are psychologically aware of one another and think of themselves as a group.

A team is a group whose members influence one another toward the accomplishment of the organizational objectives.

WHY TEAMS?
Good team work will produce synergy. The power of team is greater than the individual. When several people use their skills and knowledge together, the result is a better project. People working together can sustain the enthusiasm and lend support needed to complete the project.

BENEFITS TO ORGANIZATION Increased productivity Increased quality Better morale Better problem solving Increased creativity Better decisions.

BENEFITS TO INDIVIDUALS Work is less stressfull Responsibility is shared Rewards & Recognitions shared Members can influence each other All experience a sense of accomplishment

STAGES IN TEAM BUILDING

Forming Storming Norming Performing Adjourning

FORMING STAGEIn the forming stage, group members first come together to lay the foundation for the team.They feel moderately eager with high,positive expectations about what the team will accomplish.They feel concerned about how they will fit in and what will be expected of them. Excitement, anxiety, dependence and uncertainties are the driving motivations.,

Issues: Testing of your authority and feelings of inclusion and

trust.Willingness to include others in decision making.

How to Lead: Add structure to team meetings, for example,

assemble a team charter, focus discussions, clarify tasks, and help to define team roles. You also need to encourage learning within the group. Watch for dominant behavior in this stage, and invite all to participate equally. "The best leaders at this stage are empathetic and know how to draw out other people." In others words, dont tell them what you know. Instead, ask what they know

STORMING STAGEWhen groups enter the storming stage, members begin to realize the amount of complicated work ahead and sometimes panic. They may see disparity between their hopes and the reality of the work ahead of them.Experience frustration about goals and tasks and may react negatively toward the formal leader and other team members.They may feel incompetent and confused. "Many teams temporarily de-rail at this stage," "so dont be discouraged by tidal waves within the group. Instead, focus on clarity and honesty among team members."

Issues: Power, control and conflict. Team members may have

feelings of incompetence and confusion they may secondguess their ability to do a good job. Frustration may pop up because of the amount of time required to get things done, and attitudes toward you or others may turn negative.

How to Lead:

Facilitate dialogue get all the sacred cows out on the table. "Sometimes we make things too complicated," says Everson. "Work on being human with each other build trust and make contributions. Be a moderator between dissenting voices around the table."You can also help by guiding decisions and problem-solving efforts. The team is vulnerable at this point because of conflicting opinions and emotions.

NORMING STAGENorming is the stage where people get used to working with one another. You will see cooperation over competition, more acceptance, and comfort in giving and receiving feedback. Team members become less dissatisfied as ways of working together becomes clear.Discrepancies between expectations and reality are resolved.They begin to respect each others differences and develop feelings of respect,harmony and trust. "Nobody ever washes a rental car. The team must feel ownership at this stage of the game or they wont take care of the team."

Issues:

Sharing of responsibility, building confidence in reaching goals, willingness to express friendly feelings and developing trust and respect among members.

How to Lead:

Back off let the team be independent. Delegate more responsibility and be conscious about doing so. If you have held off on giving your opinion, now is the time to express yourself, and you may also want to challenge your team with a highstake assignment help them grow in the process.At the same time support team in setting goals and standards.

PERFORMING STAGEIn the performing stage, team members are comfortable with each other and everyone is "reading from the same page".They feel excited and eager about participating in team activities. They work collaboratively with the whole team and everyones highest concern is team success. They communicate open and freely without fear of rejection and conflict.Members derive satisfaction as skills ,knowledge and confidence increase.Optimal task accomplishment is characterized by team cohesion and pride in teams result.

Issues: Continuous
the momentum.

accomplishment of goals and maintaining

How to Lead:

Create an environment of connection where members feel valued. At this stage you might also suggest new goals and opportunities, or test assumptions, (i.e. do we need new members or new ground rules), and think about some type of self-evaluation process.Monitor goals and performance in terms of review process.Serve as source for the team. "At this stage good leaders will blend the task and work at hand with the people side, using personal motivations and clear communication

ADJOURNING STAGEThe last stage of the team development stages is the adjourning satge.In the adjourning stage,team members become concerned about impending dissolution.They feel loss or sadness about the ending of the project and separating from the team.The team members may have strong positive feelings about what the team has accomplished.

Issues:Feelings

of sadness,loss or anger about impending dissolution of the team.Tendency to become less productive.

How to Lead:Accept

own feelings of loss.Acknowledge the feelings of others.Increase supportive and directive behaviour as appropriate.

HOW TO BUILD SUCCESSFUL WORK TEAMS?

CLEAR EXPECTATION

CONTEXT

COMMITMENT

CONSEQUENCES

TEN Cs FOR EFFECTIVE TEAM BUILDING

CO ORDINATION

COMPETENCE

CONTROL

COLLABORATION

COMMUNICATION

CREATIVE INNOVATION

Clear expectations:

Has executive leadership clearly communicated its expectations for the teams performance and expected outcomes? Do team members understand why the team was created? Is the organization demonstrating constancy of purpose in supporting the team with resources of people, time and money?

Context:

Do team members understand why they are participating on the team? Do they understand how the strategy of using teams will help the organization attain its communicated business goals?

Commitment:

Do team members feel the team mission is important? Are members committed to accomplishing the team mission and expected outcomes? Do team members expect their skills to grow and develop on the team? Are team members excited and challenged by the team opportunity?

Consequences:

Do team members feel responsible and accountable for team achievements? Are rewards and recognition supplied when teams are successful? Is the organization planning to share gains and increased profitability with team and individual contributors?

Coordination:

Are teams coordinated by a central leadership team that assists the groups to obtain what they need for success? Have priorities and resource allocation been planned across departments?

Competence: Does the team feel that it has the appropriate

people participating? Does the team feel that its members have the knowledge, skill and capability to address the issues for which the team was formed? If not, does the team have access to the help it needs?

Control:

Does the team have enough freedom and empowerment to feel the ownership necessary to accomplish its charter? At the same time, do team members clearly understand their boundaries? How far may members go in pursuit of solutions? Are limitations (i.e. monetary and time resources) defined at the beginning of the project before the team experiences barriers and rework?

Collaboration:

Does the team understand team and group process? Are team members working together effectively interpersonally? Do all team members understand the roles and responsibilities of team members? team leaders? Do team members cooperate to accomplish the team charter?

Communication:

Are team members clear about the priority of their tasks? Is there an established method for the teams to give feedback and receive honest performance feedback? Does the organization provide important business information regularly? Do team members communicate clearly and honestly with each other?

Creative innovation:

Is the organization really interested in change? Does it value creative thinking, unique solutions, and new ideas? Does it reward people who take reasonable risks to make improvements? Does it provide the training, education, access to books and films, and field trips necessary to stimulate new thinking?

CHARACTERISTICS OF A GOOD TEAM

Everyone participates actively and positively in meetings and Team goals are understood by everyone. Individual members have thought hard about creative solutions to the problem. Members are carefully listened to and receive thoughtful feedback. Everyone takes initiative to get things done. Each teammate trusts the judgement of the others. The team is willing to take risks. Everyone is supportive of the project and of others. There is plenty of communication between team members. Team decisions are made using organized, logical methods. Full team acceptance is expected as decisions are made. Dissenting opinions are recorded, and may be revisited if future situations dictate.

 Team goals are given realistic time frames. Everyone is focused on the ultimate goal of the project, while also digging into the underlying details.

STRATEGIES TO IMPROVE TEAM EFFECTIVENESS

Building teams and improving team effectiveness rank high on every manager's list of things do. The task of improving their effectiveness can be broken down into four simple and straightforward steps.

1) Clarify Your Team Mission

You might be surprised how many companies, departments, and project teams fail to agree on, and follow a clearly defined, wellunderstood mission. Make sure your team doesn't fall into this trap. Simply stated, your mission is the team's reason for being its purpose!

For example,

if your team is responsible for front-line, customer service, your mission might be to exceed your customer's expectations by providing solutions to their problems, and building long-term relationships. If your team is responsible for new products, your mission might be to create innovative products and services that make the client's life easier and more enjoyable -- Or products and service that save the client money, etc. You get the idea! Be sure that each member of the team knows the mission, can articulate that mission, and understands the role they play in fulfilling the mission.

2) Set Team Goals!

Every team should have definite objectives or goals. Here are three guidelines for setting team goals: 1.The goals, should support the team's mission or purpose. In other words, every goal the team pursues should assist the team in fulfilling its mission. Remember, the mission is the entire reason for the team. .

2.Goals should be measurable.

For example,

instead of saying, we want to increase sales this month; a specific goal should be set for a definite increase. A measurable goal might be, this month we will increase sales by fifteen percent over last month's sales totals. Or, this month we will increase sales by fifteen thousand dollars over last year's sales totals for this same month.That's a measurable goal.

3.Goals should have a date.

For example,

instead of saying we want to grow our customer base to include five hundred customers, you should add a date, and say "our goal is to grow our customer base to five hundred customers by the end of the fourth quarter."

3) Create A Plan
A team plan is simply a written blueprint for the team's success. It spell's out the team's mission, outlines the teams goals, and lays out a strategy for fulfilling the team mission and reaching the goals. This plan should clearly state the responsibilities of each person on the team, what they do, and how they do it. It should outline what each person does, and how he or she is accountable. A written team plan should also break each of the team's goals down into specific action steps, and indicate who is responsible for each item on the list. This team plan provides a powerful tool for keeping everyone focused on the team's mission and objectives, and also helps avoid any confusion about the responsibilities of each team member.

4) Conduct Progress Reviews.

These are simply meetings where the team members come together to discuss the team's results and future plans. Here are some items you should consider covering in a Team Progress Review.

Check to make sure the team is effectively accomplishing its mission. Review the team's goals and make necessary adjustments. This is a great time to keep the team goals out in front of everyone.

Review the team plan and determine if any updates or changes need to be made to make the team more effective. Talk about the things that are working well, and discuss what areas need to be improved. Clarify responsibilities for each team member and the actions they need to take next. Set a date for the next Progress Review.

STRATEGIES to overcome few possible situations which hinders the success of team work.

#1: Fuzzy focusIn this situation,

the team doesnt really know how to function. Either the team has lost focus on results or members have never been clear of their goals in the first place. Instead, theyve become too internally fixated on other team members judging what theyre doing, making assumptions, speculating, back stabbing, finger pointing, etc. Without a clear focus, team members frequently react to events in their immediate environment. They become distracted by other team members or simply respond to whatever issue lands in their lap. Theres no strategic team focus or energy to move forward.

Suggestion: As

the leader, you must step in and clarify big picture goals and expectations. In order to do complete this task

effectively, you must communicate the goals in a number ways that appeal to a variety of team members. Ask the team to articulate their understanding of the overall goals in their own words. Then clarify or correct as needed.

#2: Lack of leadershipSituation:Leadership

is critical to help the team succeed. Without it, team members will resort to their own methods. Some will run as far and fast as they can to prove themselves, pushing boundaries and taking on too much risk. Others will sit idle for as long as they can, performing as little as possible, yet complaining about how much work needs to get done. Some leaders are too busy concentrating on their own political or career agenda. Other leaders just dont understand their role or possess good leadership skills.

Suggestion:

Conduct regular strategic focus sessions. Strong leaders will help the team focus on the goal (the what) and key strategies (the how). Hold consistent informal one-on-one development meetings with direct reports to gain feedback, uncover trouble spots and leverage opportunities. If you need to build leadership skills yourself, make that a priority. If you value your career, find a coach or mentor to help you. Remember, in order to develop others you must first develop yourself.

#3: Stuck in sameness.

Situation:The
team is stuck in practices that may have been established years ago. Theyve gotten lazy or stopped trying new approaches. New team members may be frustrated by the apparent lack of openness to new ideas or ways of operating. Experienced team members defend the way things have always been done.

Suggestion:

Identify one aspect of the team that you would be excited to see change come about. Talk with your team to make sure everyone agrees it would be worth it to affect change in that area. Determine what the best possible outcome could be if the team made the change, adopted a new procedure, tried a new approach or do whatever it is youre suggesting. Then call for ideas from the team on how to make it happen. Generating excitement about new possibilities makes it easier for the team to get unstuck.

MORE IMPETUS SHOULD BE GIVEN TO THE FOLLOWING FIVE ISSUES IN TEAM BUILDING1.Interdependence
This is the issue of how each member's outcomes are determined, at least in part, by the actions of the other members. The structure of the team task should be such that it requires cooperative interdependence..

2.Goal Specification
It is very important for team members to have common goals for team achievement, as well as to communicate clearly about individual goals they may have. The process of clarifying goals may well engage all of the issues on this list. Indeed, shared goals is one of the definitional properties of the concept "team."

3.Cohesiveness
This term refers to the attractiveness of team membership. Teams are cohesive to the extent that membership in them is positively valued; members are drawn toward the team. In task oriented teams the concept can be differentiated into two sub concepts, social cohesiveness and task cohesiveness. Social cohesiveness refers to the bonds of interpersonal attraction that link team members. Task cohesiveness refers to the way in which skills and abilities of the team members mesh to allow effective performance.

4.Roles and Norms

All teams develop a set of roles and norms over time. In task oriented teams, it is essential that the role structure enables the team to cope effectively with the requirements of the task. Task roles may be rotated so that all team members experience. Norms are the rules governing the behavior of team members, and include the rewards for behaving in accord with normative requirements, as well as the sanctions for norm violations.

5.Communication
Effective interpersonal communication is vital to the smooth functioning of any task team. It is also important for a team to develop an effective communication network; who communicates to whom; is there anybody "out of the loop. Tra

RESEARCH METHODOLOGY Research Method

I use descriptive method of research in the report because the report is based on secondary data.

Research Definition -Types of Research Methods

Research Definition
What is research? The general perspective of research is that some scientists taking part in laboratory testing or presenting the results in scientific discovery to the world-actually this was my view of research when I was young. Simply speaking the purpose of research is to find a solution to a particular type of problem or showing the problem a direction towards solution or putting some light in the unknown areas of knowledge for your enlightenment to that particular area of knowledge-thus research actually help us to understand our reality more clearly as well as help us to enjoy better living standard. So, research is kind of a project to find out some answers or solutions for a particular area-research is kind of projectbecause every project has its scope of work, time-line and resources, thats why you may easily interrelate research work with a project-in fact every research work works on based on a well-devised project plan. How Research Works? Like every system of this world, research also follow certain rules and take the help of certain organized procedures in order to get the intended result. In a word, a research works on its methods to serve its true purpose in any area of the knowledge domains. So, for working of a research project, you need to approach your study area in a systematic way, which is also recognized and familiar with the rest of the world-what I mean by this is that your research method must be recognized by all over the world or at least by the majority of the scientific community. What is the value of Research?

1. Every research works either identify new opportunities for us or give us novel ideas. 2. Research helps us to diagnosing any known problems or opportunities; 3. Help us to establish a standard of taking action on any chosen area of the knowledge domain. 4. Evaluate and develop the current technologies and systems.

research definition

Types and Methods of Research Every Research needs lots of dedication from the researchers part-the amount of dedication mainly depends on the subject matter of the research. Before undertaking any research in any subject areas one must be sure about the intended purpose of the research-this purpose determines what type of research one is going to undertake. Any scientific research may fall into the following three broadly categories: Exploratory research-This type of research may generate any novel idea in the domain of knowledge. It is primarily done for the purpose of finding anything new in any subject arena and always tries to shed some light in the unknown domain of knowledge. This kind of research also Help us to generate new discipline in sciences and help us to identify problems of those particular research areas. Constructive research- This is mainly done by many technological corporates in order to find new/alternative solutions to any particular crisis or problems. For examplerenewable energy research or development of the capacity of optical fiber may fall into this category of research. Empirical research-This is very impressive observational type of research, where

one observes or test on real-life data or analysis the pattern of some specific events in order to identify the nature or the class of trend that specific phenomenon

maintains. Based on the test result, researchers try to draw lines in order to predict the result of that type of incidents with certain level.

Research design
Research designs are concerned with turning the research question into a testing project. The best design depends on your research questions. Every design has its positive and negative sides. The research design has been considered as a "blueprint" for research, dealing with at least four problems: what questions to study, what data are relevant, what data to collect, and how to analyze the results.[1]
Research design can be divided into fixed and flexible research designs (Robson, 1993). Others have referred to this distinction with quantitative research designs and qualitative research designs. However, fixed designs need not be quantitative, and flexible design need not be qualitative. In fixed designs the design of the study is fixed before the main stage of data collection takes place. Fixed designs are normally theory-driven; otherwise its impossible to know in advance which variables need to be controlled and measured. Often these variables are quantitative. Flexible designs allow for more freedom during the data collection. One reason for using a flexible research design can be that the variable of interest is not quantitatively measurable, such as culture. In other cases, theory might not be available before one starts the research.

Examples of fixed (quantitative) designs

Experimental design
In an experimental design, the researcher actively tries to change the situation, circumstances or experience of participants (manipulation), which leads to a change in behaviour of the participants of the study. The participants are assigned to different conditions, and variables of interest are measured. All other variables are controlled Experiments are normally highly fixed before the data collection starts. Read more about experiental research designs here Experiment.

]Non-experimental

research designs

Non-experimental research is almost the same as experimental research, the only difference is that non-experimental research does not involve a manipulation of the situation, circumstances or experience of the participants. Non-experimental research designs can be split up in three designs. First, relational designs, in which a range of variables is measured. These designs are also called correlational studies, since the correlation is most often used analysis. The second type is comparative designs. These design compare two natural groups. The third type of non-experimental research is a longitudinal design. Quasi experiment
Quasi research designs are research design that follow the experimental procedure, but do not randomly assign people to (treatment and comparison) groups.

Examples of flexible (qualitative) research designs

Case study
In a case study, one single unit is extensively studied. This case can be a person, organization, group or situation. Famous case studies are for example the descriptions about the patients of Freud, who were thoroughly analysed and described. Read more on case study. Bell (1999) states a case study approach is particularly appropriate for individual researchers because it gives an opportunity for one aspect of a problem to be studied in some depth within a limited time scale.

Ethnographic study
This type of research is involved with a group, organization, culture, or community. Normally the researcher shares a lot of time with the group. Read more on Ethnography.

Grounded theory study

The aim of grounded theory studies is to make theories that can explain certain events. Read more about this on Grounded theory

1.Importance of participation of every member of team.

Participation of every member of team is very important for effective teams .When every member of team contributes towards the objectives of team then only it is effective team.

2.Clearly

communication

of

team

leader

expectations.
Its very necessary for a team leader to communicate its expectations to the members.Unless the leader does not communicates properly with its team members they cant work properly.

3.Members motivation together with feeling of cohesion.

It means members of team should be motivated and the feeling of cohesiveness should be developed in the members.

4.Correlation and good inter personal relationships . I analyse that interpersonal relationships has a great impact on team building and if it is good among members then team works properly.

5.Direct correlation between team building and improved morale.

It means when morale of the members got improved then team becomes effective so there is a direct correlation between them.

6.Pe
It is

rsonal goals coinciding with team goals. also necessary for effective team

that individual goals of each member match with the goals of the team.

7.Open communication prevails among team members.

When team communicates frankly and openly with each other then they can easily understand the problems of other members.

8. Performance appraisal of team members by leaders through constructive feedback.

Performance appraisal of members are done by leader so that members come To know about their performance and they can improve themselves where They are lacking.

9.Rewards are given on successful completion.

10.Workers participation should be there in the management.

CONCLUSIONS

It is that members understand very well why they are participating in the teams.It is concluded,that they have a clear context regarding the mission of the team. It is that the team members motivate each other which is because of the strong cohesiveness that they have among themselves. Team members have good inter personal relations that after knowing the benefits of team building,morale of the team members becomes high. Rewards and recognitions are given to the members when teams are successful.The management really takes care of rewardingthe team members on the success. Team mission is important.This shows that the team members are committed to their job.

Teams are heterogeneous.Team members are different in age,job type,seniority,department etc which enhances the team spirit.

RECOMMENDATIONS

It is suggested that employees should be made understand that their growth is directly proportional to the organizational growth.

More impetus should be given to participatory forms of management.

Management is requested that grievances of all the employees should be taken care of and sorted out to the max.

Get togethers and meetings should be organized on a regular basis.

Employees should be made to realize about the various benefits of team building so that they can work as a team. Leaders are requested to create good conditions of cohesion among team members.

BIBLIOGRAPHY

http://www.scribd.com http://www.google.com http://www.managementhelp.org/email/form-to-addcontent.htm http://en.wikipedia.org/wiki/team building

Case study: Team development at Hyundai

Learning and development company True North has been helping staff at Hyundai Car UK to develop closer and more effective working relationships. Hyundai Car UK's import team are based at Tilbury Docks and handle over 33,000 cars every year. The team do everything from unloading the vehicles through to rigorous predelivery inspections and the fitting of special items such as alarms and music systems. The management team at Tilbury wanted to improve the collaboration, and help their staff each get a better understanding of others' roles and daily pressures. Staff at Tilbury are split over three areas - office, administration and managers; workshop staff; and drivers. Although these three groups of people work together, their roles are separate so there was little understanding or empathy with colleagues' daily issues. Rob Gearing - import operations manager at Tilbury, called in learning and development company True North, to help. Andy Parker, True North's managing director, recalls: "I went to Tilbury and discussed the teamworking issues in detail, listening to Rob and his team to understand how we could affect some meaningful change; something that would deliver real business benefits. "We discussed how team issues affect the business, and what the best possible outcomes would be from some kind of learning event. Rob wanted to develop more of a sense of team, get people to really understand each other and work together better. "Like many businesses, the sheer pace of the working day doesn't always give time for people to appreciate each other as people - you often only get time to do that when you meet outside of the working environment. We decided that this was the solution." True North was engaged to develop a team building day. Although the day wasn't going to be a 'corporate jolly', it was decided that it should have a strong fun element, as a reward for the team hitting its car-processing target.

True North developed a series of team building activities, which were all designed to get people interacting on more than a superficial level, so that they would learn how to better collaborate. Some of the lighter activities included a 'racing challenge' where teams of people are pitted against each other via a series of networked games consoles creating some healthy competition, while building team awareness. "Even the fun activities allow us to get people to think about themselves and others and give us a means of promoting key messages," said Parker. True North also ran three facilitated sessions, each using two professional coaches, to get people to think and talk about how things worked in the workplace, and what it would take to make the workplace better. Participation during this kind of session is the key to success - the coaches help people openly explore issues and collaborate to propose solutions. "This really allows people to communicate their issues - and to get others to understand and empathise with them," said Parker. "It also enables everyone to work as a team, to create their own solution. It's this kind of thing that really changes the way that people work - they carry this back to the workplace and then act on it." The day was held off-site, away from the distractions of the business, and had an almost one hundred per cent attendance rate. "We got some fantastic feedback," said Parker. "People were telling us that it's the best event of this type that they've been to. And, what's more important, it's had a real impact on the business." "So many of these types of events are a waste of money, or just plain embarrassing to attend. We've all seen how painful they can be, from episodes of The Office! But properly run, with defined goals and professionally managed sessions, they can really get people thinking and changing how they work for the better, resulting in a stronger team and a more effective business." Clive Beer, Hyundai's Operations Planning & Development Manager commented, "It was really pleasing to see everybody, without exception, joining in and getting involved. There was good co-operation across all the different departments and the challenge for everybody at Tilbury now is to ensure that the good work is carried forward."

Importance of Team Building

Good teamwork in any organization is of vital organization. It can make things happen better than anything else in an organization although talented people are required in any organization but its proper team spirit with which many organizations succeed. There have been instances where companies might be filled with multi talented individuals but the problem which lies is the ineffective utilization of the resources and lack of harmony in the team. Many theories represent how empowered teams work better and portray excellent results. Empowering people is nothing but the attitude and behavior of the employers towards their employees rather than the system and the tools which are used in the organization. The McGregors X and Y theory represents what kind of model is essential for the success of any organization and which model in the organization will have a greater impact in building effective teams. He has explained his theory with two basics splits of Theory X and theory Y. Theory X states that the use of authoritarian leadership, a repressive style of management, tight control leads to a situation where there is no development and it produces limited and a depressed culture where the performance of the staff declines and there prevails lots of frustration. Theory X prescribes what method of management style should not be followed and on the other hand he has prescribed theory Y where he states what kind of management should be incorporated in the organization. He states that a flourishing organization can be established if a liberating approach is followed. Exercising control, continuous improvement can be gained by enabling, empowering and giving responsibility.

McGregors theory is an excellent strategy which can be used for the benefit of any organization. It enables us to understand that good team work can be accomplished by respecting your employees, encouraging them to flourish, building a kind of enthusiasm towards the work, caring for the employees or showing a matter of concern towards them, not exploiting them or dictating terms to them. The innate thought behind the theory which can be drawn is the love and spirituality which enables mutual respect, compassion, and the humanity to work. People working in a team are a very powerful force than the skills, processes, procedures and systems which are followed. Because no business function with the individual efforts of one person it is always group of people who with their coordination are able to initiate activities and the processes. Good teamsare developed only when the team members decide that they would work for themselves. Its always the passion level and the eagerness to achieve success that brings surprising results; same is the case with a good team development.

Most teambuilding programs have severe limitations and here are the things that it cannot do: 1. Solve deep rooted resentment among specific individuals. If certain colleagues are already angry with each other, teambuilding programs might not be the best answer. It is better to trash it out openly between them then send them to a teambuilding program. 2. Streamline processes in work, thus making things more efficient. You need a process consultant, not a teambuilding expert. 3. Change corporate culture. Culture is already embedded into the company and it does not change overnight.

4.Members of the teams are from different backgrounds and from different cultures thats why sometimes Conflicts among team member arises.

5.Members are confused about roles and terms of reference.