TEAM CONTRACT

For Riley P, Evelynn P, Cody C

PART 1 – GROUP EXPECTATIONS: identify the behaviours that your group expects from each member.
Expectations for a This is important to our success because:
member of our team
We expect our team mates to: This is important to a team because if a team can’t focus then it can be difficult to
get anything done. So it is best to remove distractions like phones so everyone can
 Focus do their part. Also is everyone is focused the work load will be evenly split to make
it fair.

We expect our team mates to: I’m not saying everyone has to be best friends with the other members however,
they should not be arguing or fighting. If there is arguing or fighting it can be hard
 Cooperate with others to focus and may be hard to come to conclusions.

We expect our team mates to: If not everyone does their part some people will have to step up to do other
members parts. Because of this some members may become aggravated and this
 Do their part may cause tension or even fighting.

We expect our team mates to: I believe this is important because if everyone shares their ideas the group will be
able to incorporate many different perspectives into whatever they might be
 Share their ideas working on. Also if the project includes an individual’s idea then that individual
may be more passionate about it and more willing to work on it.

We expect our team mates to: It’s important to show respect during a group project both to the members and the
project itself. The member should not say rude things to one another. And they
 Show Respect should respect each other ideas by not shooting them down but maybe slightly
changing them and make a compromise.

We expect our team mates to: You should always be willing to compromise when working in a group. Because
share their own ideas they are going to be different which means to come to a
 Be Willing to Compromise solution the best thing to do is compromise because then everyone can partially
get what they want.
 PART 2 – MANAGING EXPECTATIONS:
In this section you will be asked to describe how you will navigate some of the complex situations that
may present themselves when working in a group.

As a group, discuss and record how you will POSITIVELY handle a situation where:
 You finish your assigned tasks ahead of time.

We could practice presenting, or ask the teacher for other ideas.

 You need help with some of the tasks you are assigned.

Ask for help and get their opinions on the stuff you already have written down. This can help you get
a new perspective.

 You see a group member struggling with their assigned task.

Offer to give them help or suggestions on how they can improve.

 A group mate is not completing their tasks on-time.

Give them a friendly reminder of what they need to do, and lead by example and get your don’t.

 A group mate is taking charge of your group in a negative way.

Remind them a group is meant to work together is that does not work try compromising.

We share these expectations, and agree to these procedures.

_____________________________________________ _____________________________________________
Team member’s name (please print) Team member’s signature

_____________________________________________ _____________________________________________
Team member’s name (please print) Team member’s signature
_____________________________________________ _____________________________________________
Team member’s name (please print) Team member’s signature

_____________________________________________ _____________________________________________
Team member’s name (please print) Team member’s signature

What are the benefits of group work?

From: https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html

“More hands make for lighter work.” “Two heads are better than one.” “The more the merrier.”
These adages speak to the potential groups have to be more productive, creative, and motivated than
individuals on their own.

Benefits for students

Group projects can help students develop a host of skills that are increasingly important in the
professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005). Positive group experiences,
moreover, have been shown to contribute to student learning, retention and overall college success
(Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006).
Properly structured, group projects can reinforce skills that are relevant to both group and individual
work, including the ability to:

o Break complex tasks into parts and steps

o Plan and manage time

o Refine understanding through discussion and explanation

o Give and receive feedback on performance

o Challenge assumptions

o Develop stronger communication skills.

Group projects can also help students develop skills specific to collaborative efforts, allowing students
to...
o Tackle more complex problems than they could on their own.

o Delegate roles and responsibilities.

o Share diverse perspectives.

o Pool knowledge and skills.

o Hold one another (and be held) accountable.

o Receive social support and encouragement to take risks.

o Develop new approaches to resolving differences.

o Establish a shared identity with other group members.

o Find effective peers to emulate.

o Develop their own voice and perspectives in relation to peers.

The Importance of Communication skills

Adapted from: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-

students/being-part-team/teamwork-skills-being-effective-group-member

To function successfully in a small group, students need to be able to communicate clearly on intellectual
and emotional levels. Effective communicators:
 can explain their own ideas
 express their feelings in an open but non-threatening way
 listen carefully to others
 ask questions to clarify others’ ideas and emotions
 can sense how others feel based on their nonverbal communication
 will initiate conversations about group climate or process if they sense tensions brewing
 reflect on the activities and interactions of their group and encourage other group members to do so as
well

Regular open communication, in which group members share their thoughts, ideas, and feelings, is a must
for successful group work. Unspoken assumptions and issues can be very destructive to productive group
functioning. When students are willing to communicate openly with one another, a healthy climate will
emerge and an effective process can be followed.

Skills for an effective group process

Besides knowing how to develop a healthy group climate, students also need to know how to function so
that they are productive and accomplish their tasks effectively. An effective process will emerge as
students exhibit these skills:

 Individual responsibility and accountability: All group members agree on what needs to be done and by
whom. Each student then determines what he or she needs to do and takes responsibility to complete the
task(s). They can be held accountable for their tasks, and they hold others accountable for theirs.

 Constructive Feedback: Group members are able to give and receive feedback about group ideas. Giving
constructive feedback requires focusing on ideas and behaviours, instead of individuals, being as positive as
possible, and offering suggestions for improvement. Receiving feedback requires listening well, asking for
clarification if the comment is unclear, and being open to change and other ideas.

 Problem solving: Group members help the group to develop and use strategies central to their group goals.
As such, they can facilitate group decision making and deal productively with conflict. In extreme cases,
they know when to approach the professor for additional advice and help.

 Management and organization: Group members know how to plan and manage a task, how to manage
their time, and how to run a meeting. For example, they ensure that meeting goals are set, that an agenda
is created and followed, and that everyone has an opportunity to participate. They stay focused on the task
and help others to do so too.

 Knowledge of roles: Group members know which roles can be filled within a group (e.g., facilitator, idea-
generator, summarizer, evaluator, mediator, encourager, recorder) and are aware of which role(s) they and
others are best suited for. They are also willing to rotate roles to maximize their own and others’ group
learning experience.