PLC+Team+Norms


 * Our Team Norms...

Members of a learning community will begin the challenging task of creating team norms by building shared knowledge regarding best practices and alternative strategies for implementing those practices. For example, one study of high-performing teams (Druskat & Wolf, 2001) found that members consistently demonstrated high emotional intelligence as evidenced by the following characteristics:**

• Perspective taking. Members are willing to consider matters from the other person’s point of view.

• Interpersonal understanding. Members demonstrate accurate understanding of the spoken and unspoken feelings, interests, and concerns of other group members.

• Willingness to confront. Members speak up when an individual violates norms, but the confrontation is done in a caring way aimed at building consensus and shared interpretations of commitments.

• Caring orientation. Members communicate positive regard, appreciation, and respect. A close personal relationship is not a prerequisite of an effective team, but mutual respect and validation are critical.

• Team self-evaluation. The group is willing and able to evaluate its effectiveness.

• Seeking feedback, The group solicits feedback and searches for evidence of its effectiveness from external sources as part of a process of continuous improvement.

• Positive environment. The group focuses on staying positive: positive affect, positive behavior, and the pursuit of positive outcomes. Members cultivate positive images of the group’s past, present, and future.

• Proactive problem-solving. Members actively take the initiative to resolve issues that stand in the way of accomplishing team goals.

• Organizational awareness. Members understand their connection to and contribution to the larger organization.

• Building external relationships. The team establishes relationships with others who can support their efforts to achieve their goals.