Team Goals and Expectations
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Team Goals and Expectations Team Name: Team goals and expectation create a common understanding of what the team hopes to achieve and what attitudes and behaviours will create a team environment that will allow for the achievement of those goals. Team Goals: The SMART acronym provides a way to create clear, high quality team goals. SMART stands for goals that are Specific, Measurable, Attainable, Relevant, and Time‐bounded (Cannon & Griffith, 2007). Specific goals are clear and unambiguous. For example, the goal of ‘ensure that the patient’s goals are actively addressed in the conference’ has more specificity than ‘hold a patient‐centered conference.’ Measurable goals “are defined in such a way that allows concrete and objective assessment as to whether and how the goal has been attained.” Not all goals can be measured numerically, but teams should have a clear picture of how they will know if the goal has been achieved. For example, the success of the goal ‘ensure that the patient’s goals are actively addressed in the conference’ could be measured by requesting feedback on that aspect of their performance from the standardized patient, facilitators, or the observing team. Attainable goals “are those that require a stretch from group members, but are still within the group’s reach. Goals that are too ambitious risk not being taken seriously. Insufficiently ambitious goals may fail to challenge or engage a group” (Hackman, 2002). Relevant goals “are perceived to be within the ability and responsibility of the group.” Goals must be relevant to the context, and to the team. Time‐bounded goals “need to be linked to a schedule and have time limits.” In the case of this course, goals are already bounded by what can be done by the end of the SP interview (Cannon, 2007, p. 82). Team Expectations: Team expectations should be concrete and directly relate to the achievement of team goals. For example, if the team’s goal is to have equal participation on team projects from all team members, as defined by the team, then some team expectations might include: The team note-taker or recorder will produce and circulate notes from each team meeting. Each team member will complete their expected contribution, and seek help where necessary. Team goals and expectations also require mechanisms through which the expectations will be met. For example, if the team’s goal is equal contributions from each team member on major projects, and a team member is not fulfilling their contribution, then the team may choose to give feedback to that team member. If that method of feedback is ineffective, then the team might choose to bring the issue forward to the section facilitators. References Cannon, M. D., & Griffith, B. A. (2007). Effective groups: Concepts and skills to meet leadership challenges. Boston: Allyn and Bacon. Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Boston, MA: Harvard Business School Press.
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This worksheet was designed in order to support newly formed teams in developing their team goals (what they hope to achieve) and a set of team expectations (sometimes called team norms) in order to support the team in maintaining a process that will support them in achieving team goals. Normally, this worksheet would be completed by the whole team in their first team meeting, in instances where the same team will be meeting again. Goals and expectations should be revisited regularly to ensure that the team is "on the right track" and to follow-up with any team members who are not meeting the team expectations.
Transcript of Team Goals and Expectations
Team Goals and Expectations Team Name: Team goals and expectation create a common understanding of what the team hopes to achieve and what attitudes and behaviours will create a team environment that will allow for the achievement of those goals. Team Goals: The SMART acronym provides a way to create clear, high quality team goals. SMART stands for goals that are Specific, Measurable, Attainable, Relevant, and Time‐bounded (Cannon & Griffith, 2007).
Specific goals are clear and unambiguous. For example, the goal of ‘ensure that the patient’s goals are actively addressed in the conference’ has more specificity than ‘hold a patient‐centered conference.’
Measurable goals “are defined in such a way that allows concrete and objective assessment as to whether and how the goal has been attained.” Not all goals can be measured numerically, but teams should have a clear picture of how they will know if the goal has been achieved. For example, the success of the goal ‘ensure that the patient’s goals are actively addressed in the conference’ could be measured by requesting feedback on that aspect of their performance from the standardized patient, facilitators, or the observing team.
Attainable goals “are those that require a stretch from group members, but are still within the group’s reach. Goals that are too ambitious risk not being taken seriously. Insufficiently ambitious goals may fail to challenge or engage a group” (Hackman, 2002).
Relevant goals “are perceived to be within the ability and responsibility of the group.” Goals must be relevant to the context, and to the team.
Time‐bounded goals “need to be linked to a schedule and have time limits.” In the case of this course, goals are already bounded by what can be done by the end of the SP interview (Cannon, 2007, p. 82).
Team Expectations: Team expectations should be concrete and directly relate to the achievement of team goals. For example, if the team’s goal is to have equal participation on team projects from all team members, as defined by the team, then some team expectations might include:
The team note-taker or recorder will produce and circulate notes from each team meeting.
Each team member will complete their expected contribution, and seek help where necessary. Team goals and expectations also require mechanisms through which the expectations will be met. For example, if the team’s goal is equal contributions from each team member on major projects, and a team member is not fulfilling their contribution, then the team may choose to give feedback to that team member. If that method of feedback is ineffective, then the team might choose to bring the issue forward to the section facilitators. References Cannon, M. D., & Griffith, B. A. (2007). Effective groups: Concepts and skills to meet leadership challenges. Boston: Allyn
and Bacon. Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Boston, MA: Harvard Business School
Press.
Team Goals and Expectations Team Name:
Team Goals: what does the team hope to accomplish?
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3.
Team Expectations: what expectations of the team members will support team goals?
Steps to be taken if expectations are not met.
