“Well, it would be important to feel like it’s OK to not understand the data or even some of the math content and to be able to say so.”
“Let’s talk about how we might ensure that degree of safety.”
This dialogue goes on for another few minutes, allowing all members to air their concerns and express their satisfactions.
Exercise Your Learning
Complete the Scaled Group Inventory (page 21) to assess how the seven qualities of high-performing groups apply to a group with whom you are presently working. Use the results to structure a data-driven dialogue and to set goals for continued learning. To focus the interaction, make a public display on which to record responses.
Consider the following options for application.
• Ask individual group members to complete the inventory and compare responses as a group.
• Subdivide the group into pairs or trios to complete the inventory.
• Complete the inventory as a full group with public recording.
Note: In each case, be sure to generate specific examples to support the scaled responses.
Complete the Self-Assessment Inventory (page 22) as a reflection of your contributions to the seven qualities of high-performing groups. Use the results to structure a dialogue and to set personal goals for continued learning. Consider the following options for application.
• Ask individual group members to complete the inventory and compare responses as a group.
• Subdivide the group into pairs or trios for interaction about their results.
• Organize a group dialogue about relationships between individual reflections and the group’s performance.
Visit go.solution-tree.com/teams to download the reproducibles and access the links in this book.
Extend Your Learning
Meredith Belbin studies team roles, responsibilities, and interpersonal styles. The Mind Tools website has a useful tool for analyzing your team’s roles based on Belbin’s strategies (www.mindtools.com/pages/article/newLDR_83.htm; Mind Tools, n.d.a).
“Group Development Tools Practitioners Can Use” (Minahan & Hutton, 2002) is a practical article that lays out a basic model about groups and their behaviors (www.ntl.org/upload/GroupDevelopmentTools.pdf).
Scaled Group Inventory
| Quality | Questions for Groups | Scale: 1–4 (Rarely to Always) |
| Maintain a clear focus. | Are we clear about our desired results in both the short and long term? | |
| Do we have clear and shared criteria for determining success? | ||
| Do we have strategies for getting back on track if focus is lost? | ||
| Embrace a spirit of inquiry. | Do we ask questions for which we have no immediate answers? | |
| Do we search for and honor other perspectives? | ||
| Are we willing to ask questions that might cause discomfort? | ||
| Put data at the center. | Do we use data to calibrate and inform our conversations? | |
| Do we use multiple types and sources of data to add to our thinking? | ||
| Do we have methods for ensuring shared understanding? | ||
| Honor commitments to learners and learning. | Are our conversations student centered? | |
| Do we continually assess our current learning goals (for students and for ourselves as a group)? | ||
| Do we set meaningful goals for our own learning as a group? | ||
| Cultivate relational trust. | Do we clarify and communicate high expectations for ourselves as a group? | |
| Do we make it safe not to know? | ||
| Do our actions reflect our commitments? | ||
| Seek equity. | Do we use structures and protocols to ensure balanced participation? | |
| Do all group members have an equal voice? | ||
| Do we challenge our own preferences and judgments in order to consider other ideas? | ||
| Assume collective responsibility. | Do we believe that our collective action makes a greater difference for student learning than our individual efforts? | |
| Are we willing to be answerable for the choices we are making? | ||
| Do we push past good enough to continually challenge ourselves? |
Self-Assessment Inventory
Maintain a Clear Focus
1. Am I clear about our purpose?____________________________
____________________________________________________
2. Is this comment or contribution contributing to our purpose? (Do I really need to say this?)
____________________________________________________
____________________________________________________
3. Should I refocus the group at this point?____________________________
____________________________________________________
Embrace a Spirit of Inquiry
1. Am I asking questions to which I have an answer?____________________________
____________________________________________________
2. Am I open to the influence of others’ perspectives?____________________________
____________________________________________________
3. What might I be avoiding or leaving out?____________________________
____________________________________________________
Put Data at the Center
1. How do these