The paper "Consensus for a Team Decision" is a worthy example of a management essay. In a team, all members must fulfill their roles and responsibility in order to successfully achieve their common goal. They should utilize accommodation as the primary decision-making strategy and managing our time with "team first" concept on our minds. Communication is the key to creating a high-performance team, without good communication team conflicts might occur. When conflicts occur in our team, we resolve it in a collaborative way, in trying to achieve a win-win solution where the team does not suffer and able to function as normal.
As we combine all of our effort we will achieve our goal and become a high-performance team. We are a team and teams have work to do and goals to accomplish. Each team is different in its roles, responsibilities, time management skills, decision-making strategies, and conflict resolution styles. However in our team, we work through our individuals and depend on each other for support, and team leader for guidance. Our team's behavior in managing our peak and valley performance times, setting realistic time limits and assertive in completing assignments has allotted the team to have extra time for unseen circumstances and extra revisions.
Communication and prioritizing team member's responsibilities and tasks have prevented us from having conflicts, therefore we can focus on the quality of our work thus achieving a higher team performance level. DuFour and Eaker (1998) claimed: "The creation of professional learning communities requires a radical rethinking of the purpose and activities. .." (p. 256). This rethinking process begins with how educational stakeholders approach professional development. To shift away from the transmission model to a community model of professional development requires a focus on "how the teachers learn" and not on "how much the provider can teach" (Burns, 2002, p.
302). On the organizational level, educational stakeholders are all involved in decisions and actions that influence the type and nature of teacher professional development. Decisions made and actions taken that impact the when, where, who, and how of professional development opportunities are generally made available to teachers. At the organizational level, decisions through policy and practice gauge the degree to which teachers determine their own professional development as compared to mandated opportunities (e. g., implementation of new curriculum).
Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. Phi Delta Kappan, 84(4), 295-302.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN National Educational Service.