A group must develop individual skills to create team-level emotional competence before focusing on the member’s collection. The team emotional competence assumption ensures that all the members understand the standard team processes, like developing trust, communicating, and enacting common objectives (Albert et al., 2020). Effective team behavior cultivates through the team processes that bide members together because they put confidence in individual team members for effective execution of the duties assigned to the team.
Novice Stage
A novice group comprises people assembling to handle a newly assigned task for the first time. The individuals have little knowledge concerning one another and do not have shared values or feelings; they do not understand their commonalities at this stage (Albert et al., 2020). The team concentrates on getting to know the team’s goal and developing the ground guidelines to enable it to achieve its objectives (Albert et al., 2020).
Advanced Beginner Stage
During this stage, the team develops cohesiveness by handling various meeting responsibilities, like ensuring that the set ground guidelines are well defined and followed, recording the meeting minutes, and setting up the meeting agendas. Power jockeying always occurs at this stage, but it ends when the team creates feedback skills and develops practices that recognize each person’s contribution to the team (Albert et al., 2020). The team makes a deliberate and conscious effort to transform from recognizing power as a tool used by traditionalists in fostering power and creating an awareness of each team member’s behavior pattern. Moreover, members need more openness to substantive dialogue and ideas. They must be sure of their ability to foster change and become easily discouraged.
Competent Stage
At this stage, the team is compassionate, and the compassion comes from the willingness of the team to clarify every individual concern. The team transforms from trying to get personal power to behaving as an authentic group. As a team, the members can feel and think simultaneously, and they acknowledge everyone is feeling and thinking and include them in the whole team’s work. They come up with and follow team rules that support the group and are realistic to achieve. The mentoring and coaching they practice among themselves foster behaviors aiding the whole team rather than those outside the team. Trust among the team members grows, and thus individuals tend to challenge the current status quo and develop different ideas for handling things (Albert et al., 2020). Teams at this stage can meet the needs for a standard achievement but find it challenging to be passionately optimistic while resharpening the future.
Proficient Stage
When the emotional capabilities of the whole team mature, a passionate optimism about the future develops. A proficient team is different from a team that is competent in the priorities and needs consideration of the organization as a whole as integral to the team’s scope. All the team members understand and are aware of the individual member’s behavioral patterns and use the various patterns in agreeing on their issues (Albert et al., 2020). They argue with members to discuss challenging issues and address those emotions brought by the issues. Here the team knows the character failure of each member is inevitable and makes efforts in the integrity of relationships restoration.
Expert Stage
The expert stage is much more desirable; however, it is a rare stage. An expert team needs purposeful mentorship and coaching and requires frequent validation and support to ensure the smooth running of the team. Here, the team embodies the features practiced by a proficient team together with considering the organization’s priorities and needs and ensuring that discussed team actions are always congruent with the politics and culture of the organization. The team members know organizational and individual team emotions as interactive. The team has guidelines for dealing with emotional challenges (Albert et al., 2020). The norms usually achieve three objectives: encouraging active problem-solving, fostering an affirmative environment, and developing resources for emotional working.
Reference
Albert, N. M., Pappas, S., Porter-O’Grady, T., & Malloch, K. (2020). Quantum leadership: Creating sustainable value in health care (6th ed.). Jones & Bartlett Learning.