What
Qualities Make a Great Adjoining Process?
A couple of years ago I volunteered to
be on the Teachers Retreat committee at my school and I was filled with
excitement to be able to contribute to the school as a whole. The committee consisted of six members and we
actually worked well together. Our goal
was to come up with a place to have a teacher’s retreat at a place that most of
the teachers would be committed to go.
Our team leader was already selected from the principal and she
explained the various roles that needed to be filled by committee members.
So in the forming stage we talked about
what roles we would fill and we already knew each other so there was no need
for introductions. Two of the members
created a survey that listed possible retreat locations, possible dates, and a
list of activities and this was distributed to all of the teachers. At every meeting our leader would provide us
with a list of duties, goals, results, and what the next plan of action would
be which is defined as the agenda (O’Hair & Wiemann, 2012). The place that was chosen for the retreat was
Ocean City, Maryland which is a beach town. We were allowed to select a luxury
hotel that had balconies with an ocean view for every room, and each teacher
was provided with a $50.00 American Express gift card. We left on a Friday morning and returned on
Sunday evening. There were team building
activities, beach games, trivia games, night socials, and shopping outlet trips
that were planned. Our project was an
overwhelming success because we had a strong vision, we established mutual
respect and we trusted each other. Great
teams value the opinions of team members and display trust and mutual respect
(Laureate Education, 2011). Our
committee displayed these great qualities and we grew to be fond of one
another.
The adjourning process was a joyous occasion
because we were a very effective committee and we were excited about the
upcoming retreat. Our leader had
secretly ordered mugs that read “Working Together Is Success”; to be given to
all team members. The adjoining stage
signals the end of a project and a time to reflect on the team experience
(Abudi, 2010). During the norming (working as a team) and performing (functioning
at an elevated level) stages we were highly effective because we finished our
assigned tasks on time and we also helped out on other tasks when needed. During and at the end of the retreat we
received many compliments on how well the activities were run. The committee members were proud of the
accomplishments and we all vowed to work together on future projects together.
Upon completing this Masters program I
will miss the informative discussions that we have all had and the helpful
information and suggestions from our instructor. We have become a helpful collaboration team
and I will always remember this meaningful experience. I wish everyone continued success in this
program and beyond.
References
Abudi, G.
(2010). The five stages of team development: A case study. Retrieved from
Laureate
Education (Producer). (2011). Team building strategies [Video file].
Retrieved from
O'Hair,
D., & Wiemann, M. (2012). Real communication: An introduction. New
York: Bedford/St.
Martin's.