4. Definitions of team effectiveness abound and
have been the subject of much debate.
For example, groups are often evaluated in terms
of their performance or effectiveness – but with
little explanation as to what is
meant by either of these terms.
Performance is a useful term to denote the
capability of a team (for either a comparative or
isolated assessment) and the processes that the
team undertake.
However, the notion of performance can be
unrepresentative of how effective the team
actually is.

5. Performance and Effectiveness
Incoming Information
Good Poor
Performance Performance
Performance Process
Effectiveness (Product)
Int
Officer
Map
Maker
Logger

6. According to Henderson and Walkinshaw (2002), the
performance and effectiveness of a team is defined
as follows:
• performance – the execution of an action; something
accomplished; what is going on inside the team;
• measure of performance – the extent to which a
team executes the actions required in order to be
effective;
• effectiveness – the accomplishment of a desired
result, especially as viewed after the fact;
• measure of effectiveness – the extent to which a
team meets the demands which are placed upon it.

7. Effectiveness pertains specifically to
the accomplishment of the goals,
milestones, and objectives as defined
by the requirements of the context or
the stakeholders.
Performance pertains more closely to
how well the task work and teamwork
is carried out.

8. Potential Input Factors
INDIVIDUAL LEVEL PROCESS OUTCOME
FACTORS
GROUP LEVEL
FACTORS
ENVIRONMENTAL
FACTORS
Group Member:
Skills
Status
Personality
Group Structure
Group Norms
Group Size
Task Characteristics
Reward Structure
Level of
environmental Stress
GROUP
INTERACTION
PROCESS
PROCESS
LOSS
PROCESS
GAIN
GROUP
PERFORMANC
E

9. ORGANIZATIONAL MATERIAL RESOURCES
CONTEXT
PROCESS CRITERIA OF
EFFECTIVENESS
GROUP
EFFECTIVENESS
TEAM DESIGN
TEAM SYNERGY
A design that
PROMPTS and
FACILITATES
competent group work
on the task via the:
•Structure of the task
•Composition of the
team
•Team norms about
performance processes
Assistance to the team in
interacting in ways that:
a. Reduce process losses
b. Create synergistic process
gains
Task Output acceptable to
those who receive or
review it
Capability of members to
work together in the future
is maintained or
strengthened
Members’ needs are more
satisfied than frustrated by
the group experience
Sufficiency of material
resources required to
accomplish task well
and on timeLevel of effort bought to
bear on the team work
Amount of knowledge
and skill applied to the
teamwork
Appropriateness of task
performance strategies
used by the team
An organizational
context that
SUPPORTS and
REINFORCES
competent teamwork
via the:
•Reward System
•Education System
•Information System

12. Dividing groups into subgroups that would
participate and respond to achieving a
common goal set by the a group
Subdividing groups into smaller groups

13. A continuum of how much they know about
the topic and then pairing experts with
novices, or experts with experts etc.
Randomly hand out cards/paper with images
on such as bacon, egg, sausages (one on
each card), strawberries, blueberries,
blackberries, and other such groups of things.
Then get them to find someone with a card
that ‘goes’ with their card.

14. Imagine a map of your country on the floor –
get them to stand where they were born (if
not born in the your country widen the map)
Either the nearest or the most separated
work together
Take a pack of playing cards – randomly give
out the kings, queens and jacks or whatever.
Pair/team up accordingly.
Stick differently coloured dots on delegates or
on their place names (if you use them) or on
their manuals. (Do we still give out manuals?)

15. How about a bag of (preferably washed)
socks – each picks one then finds their pair.
For larger groups pairs join other pairs by
size or colour to form larger sub-groups
Alphabetical order of favourite food. Quite
nice for discussion afterwards
Distance travelled for a holiday. Great for the
show-offs, not so great for the staycationers.

16. Find the person who is most like you/least
like you. This is a great way to get people
talking to each other at the start of the day
Find the person you know the least in the
room/whose job is least like yours or most
like yours. Once in their pairs invite them to
discuss what they are most hoping to gain
from being on this programme.

18.  Group Counseling
 a setting in which several persons having a
common goal interact with each other and a
group leader or co-leader in order to facilitate
attitude or behavioral changes within group
members
 Group Dynamics
 looks at what goes on within the group,
between group members, and how the group
interacts with the group leader

19. LEADERSHIP in a GROUP
Who should lead?
 A particular group member who emerges as a
person who has influence over the group and
who the active or more vocal members are
 Needs to know which members say the least,
who tries to dominate the group, who tends to
argue, who is defensive, who does and does not
share personal information, whether members
seem to like being in the group whether the
group is becoming cohesive and other
intragroup feelings and behaviors

20. WHAT WILL WORK FOR A GROUP?
Common topic
Age
Sex
Personality
Size of the group

23. Structured learning experience (SLE)”
means experiential, supervised, in-depth
learning experiences that are designed to
offer students the opportunity to more fully
explore career interests within one or more
of the Career Clusters, as described in
N.J.A.C. 6A:8-3.2, Career education and
counseling. NJAC 6A:19-1.2

24. SLEs are designed as rigorous activities
that are integrated into the curriculum and
that provide students with opportunities to:
demonstrate and apply a high level of
academic attainment; develop career
goals; and develop personal/social goals

25. Each board of education shall
ensure that structured learning
experiences for students with disabilities
shall include educational programs and
services designed to enable them to
achieve the structured learning
experience objectives in accordance with
the student’s Individualized Education
Program (IEP)

26. Each district board of education shall
ensure that all structured learning
experiences adhere to all applicable State
and Federal laws and regulations,
including the Fair Labor Standards Act and
all applicable State and Federal child labor
laws when placing students at a training
site.

27. Transportation of the student to and
from the site of the structured learning
experience shall be the responsibility of
the student, unless otherwise required

28. Appropriately certified and trained teacher
Approved worksite or community site
Identified learning goals for SLE
Appropriate learning activities at the
worksite or community site that support
learning goals
Written agreement between all parties

29.  Written, signed individual student training plan
that identifies learning activities as well as
prohibitions
 Formative and summative assessment
 strategies that include employer input
 Identification of assessment results: graded
 activity, course grade, course credit, etc.
 Regular site supervision (1 x every 10 days)
 Students must age 16 or older to participate

30.  Identify career interests, skills, and abilities;
 Explore career goals;
 Identify on-the-job support needs;
 Develop employability skills and good work habits;
 Build Self-esteem;
 Gain an understanding of employer
 expectations;
 Develop an understanding of the link between
academics and work;
 Gain work experience, generally connected to a
specific job function;
 Develop an understanding of the workplace and the
connection between learning and earning; and
 Build a resume.

31.  Clear program goals CCCS and integrated academics;
 Clear roles and responsibilities for students, worksite
supervisors, mentors, teachers, support personnel, and other
partners such as parents;
 Training plans that specify learning goals tailored to individual
students
 with specific outcomes connected to student learning;
 Collaboration among students, schools, and employers;
 On-the-job learning;
 Offer a range of work-based learning opportunities, especially
those outside traditional youth employing industries (e.g., fast
food);
 Mentor(s) at the worksite;
 Clear expectations and feedback to assess progress toward
achieving goals;

32.  Perform job responsibilities;
 Comply with expectations for job performance,
behavior, and social interactions;
 Communicate needs and suggest support strategies ;
 Follow-through on commitments;
 Adhere to workplace guidelines and procedures;
 Show respect and be responsible;
 Learn as much as possible about the work
environment and the job; and
 Reflect on the experience and work towards
developing their career goals

33.  Select and approve the SLE worksite for a student;
 Develop the training plan in collaboration with the
employer, classroom teacher and team members;
 When necessary train job coach;
 Orient students to the workplace;
 Orient students to their roles and responsibilities;
 Communicate expectations for job performance,
behavior, and social interactions;
 Explain consequences for inappropriate behavior;
 Orient employers to their roles as mentors and
supervisors;
 Conduct regular worksite visits to ensure compliance with
Child Labor

34.  Laws and Regulations;
 Design and coordinate the students’ worksite
activities to ensure compliance with the
students’ training plan and facilitate
achievement of learning goals;
 Help students communicate their support needs
and strategies;
 Help employers capitalize on students’ learning
styles and identify support strategies;
 Communicate with students and employers on a
regular basis; and
 Link work-based learning experiences to
classroom learning and academic curriculum.

35.  Comply with Child Labor Laws & Regulations;
 Model expectations;
 Give clear, detailed, and repeated directions;
 Communicate expectations for job performance,
behavior, and social interactions;
 Explain consequences for inappropriate behavior;
 Identify the best methods of communication for each
student;
 Capitalize on each student’s learning style and
identify support strategies; and
 Discuss progress and improvements in performance
with students and SLE teacher.

36. Recognize that you are the primary teacher
of your children;
Determine what opportunities your child has
at home to practice and
Learn activities of daily living
“Development of a student’s
competence at home helps to
prepare for success at work.”

37.  Is the student independent with their personal hygiene &
grooming?
 Does the student use their own alarm clock?
 Can the student get ready for school on time?
 Who selects the clothes to wear?
 Who sorts the clothes and does the wash?
 Who folds the wash?
 Who sets the table?
 Who clears the table?
 Who loads the dishwasher?
 Who orders the food when you go out to eat?
 Who pays the bill & calculates the tip?
 Who writes the shopping list?
 Who does the food shopping?
 Who asks the clerk for information?
Parents should reinforce the work

39.  Appropriate dress, grooming
 Time management
 Social skills
 Appropriate communication
 Self-advocacy skills
 In addition, parents should:
 Provide students the opportunities to discuss
concerns and successes at the worksite
 Provide feedback the SLE teacher
 Parents can model workplace readiness skills for their
children
 Use family-friend network to help develop possible job
sites in coordination with the SLE teacher

40. Distinguish between
what you want for your
child and what your child
wants