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15.0.0 Interagency Team Development |
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Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series |
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08/06/99 |
I. WHY IS THIS IMPORTANT?
Interagency teams come in all shapes and
sizes. They are also initiated for many different reasons. Some teams are
mandated by law, others are encouraged by the availability of resources or
incentives, and still others are formed voluntarily to solve a particular
problem or to examine a particular issue. No matter why interagency teams are
initiated, they all have certain things in common. According to Tuckman (1965)
effective interagency teams proceed through a developmental process involving
four stages: Forming, Storming, Norming, and Performing. During each stage of
development, effective teams accomplish certain objectives and competencies.
The first stage of team development, the Forming stage, focuses mainly on
initiating and organizing a team. The Storming stage of team development
emphasizes defining team logistics. The Norming stage of team development is
characterized by focusing on the individual. As the team reaches the Performing
stage of team development the emphasis shifts to maintaining direction and
focus
II. KEY POINTS
Activities for effective teams:
Forming: There are several activities that can help to ensure
Forming teams are effective. Gaining consensus is the cornerstone to effective
teaming processes, therefore input must be invited from all team members.
Organizational activities can help to encourage all team members to voice their
opinions. Common goals help Forming teams to avoid pitfalls. All team members
need to be working toward the same end, so initial team activities must allow
discussion and consensus building around goals.
Effective meeting processes can keep teams
running smoothly no matter what stage of team development they are in. The
solution to many problems associated with ineffective meetings lie in the
GOALS, ROLES, and PROCESS of the meeting. Before beginning each meeting, it is
helpful if the facilitator can explain the goal of the meeting. Also,
the facilitator should explain the roles of the meeting participants.
Explaining the goal and roles helps all team members participate fully.
Finally, the facilitator should explain the process for the meeting.
Explaining the process will accomplish two things: (1) It will help the
facilitator prepare for the meeting, and (2) It will give the team members a
road map for how the goal will be accomplished. For more information on the
Forming stage of team development, see the fact sheet 15.1.0 Interagency
Team Development: Stage One (of Four) - The Forming Stage.
Storming: The following are activities that will help teams
effectively navigate the Storming stage. First, setting an annual meeting
schedule can help facilitate better attendance at team meetings. Another way to
boost team participation is to clearly define the roles and responsibilities of
team members. If team members know exactly what the expectations are they are
more likely to take an active role. Establishing team ground rules are
especially helpful to new team members and can also serve as a reminder if the
team has a tendency to wander off the agenda. Ground rules should fit the team
and can be very structured and complex or very simple and to the point.
Finally, it is vitally important in the Storming stage to establish voting and
decision-making procedures. For more information on the Storming stage of team
development, see the fact sheet 15.2.0 Interagency Team Development: Stage
Two (of Four) - The Storming Stage.
Norming: Teams that reach the Norming stage often notice a
renewed commitment from team members and a general good feeling about being on
the team. Teams that are successful in moving from the Norming stage
systematically implement and revise actions plans to meet changing needs and
use the case study approach to focus on individual consumer outcomes as well as
systems outcomes. However, the Norming stage may not last, and teams can revert
to the Storming stage or even the Forming stage. For more information on the
Norming stage of team development, see the fact sheet 15.3.0 Interagency
Team Development: Stage Three (of Four) - The Norming Stage.
Performing: During the Performing stage, teams celebrate
accomplishments. Performing teams must not neglect self-evaluation and
self-monitoring activities. The key to successful team development is to
recognize that building a team is a process and that process takes time and
commitment. For more information on the Performing stage of team development,
see the fact sheet 15.4.0 Interagency Team Development: Stage Four (of Four)
- The Performing Stage.
Team development competencies and
timelines:
During the Forming stage the team will:
·
define the preliminary need
to be addressed by the team;
·
identify the people and
agencies to be impacted by the need;
·
define the geographic
area to be served by the team;
·
identify the core
stakeholders to serve as team members;
·
confirm membership and
write a membership list; and
·
hold and organizational
meeting and at least one follow-up meeting.
The Forming stage usually takes approximately
seven months and requires approximately four meetings. These timelines are
estimates and individual teams may expect different results.
During the Storming stage the team will:
·
develop and adopt value
and mission statements;
·
conduct needs-assessment
activities;
·
finalize long- and
short-term goals and action plans;
·
develop team structural
and operating procedures; and
·
foster team
effectiveness.
The Storming stage of team development
generally takes approximately eighteen months during approximately ten team
meetings.
During the Norming stage the team will:
·
implement and revise
team action plans; and
·
use the case study
approach.
The Norming stage of team development usually
takes approximately 11 to 36 months and requires approximately 12 to 30 team
meetings.
During the Performing stage the team will:
·
celebrate the team's
effectiveness;
·
field-test revised
policies/procedures to evaluate their effectiveness;
·
continue to use action
planning to maintain direction and focus; and
·
use self-monitoring and
self-evaluative procedures to maintain direction and focus.
Teams usually enter the Performing stage of
team development after approximately 24 - 48 months, requiring more than 18
team meetings. It is important to remember these timelines are estimates based
on teaming literature and technical assistance materials. Some teams may
require more or less time, and some teaming activities may take more or fewer
team meetings.
III. ROLES/NEXT
STEPS
Students/Young Adults:
Interagency teams need input from all core
stakeholders, including young adults with disabilities. Young adults can find
out if their parish has an interagency transition team by asking their teacher
or contacting the transition coordinator in their parish. Young adults can make
their concerns known to the interagency transition team, and ask for their
help.
Families:
Families are essential to the interagency
transition team. The most effective transition teams have family members on the
team and are aware of family concerns. The transition coordinator in each
parish will have information on interagency team activities in the parish. If
an interagency transition team has not been initiated in your area, the local
education agency is a good place to start.
Agencies:
Interagency transition teams typically
include members from the Local Education Agency (LEA), Louisiana Rehabilitation
Services (LRS), a family organization or a family member, the Office for
Citizens with Developmental Disabilities (OCDD), and the Office of Mental
Health (OMH). The needs of the community will determine the agencies
represented on the interagency transition team, therefore other agencies should
be involved as needed.
Agency personnel interested in facilitating
transition for young adults with disabilities through an interagency transition
team should first contact the local parish's transition coordinator. If an
interagency transition team already exists, the transition coordinator will
have more information on how to become involved. If an interagency transition
team has not been initiated, agency personnel should express their interest in
starting one.
IV. RESOURCES/CONTACTS
Contact the following state offices in order
to get the number of the regional office nearest you:
Families Helping Families (FHF)
888-9111 in New Orleans, or 800-766-7736
Louisiana Rehabilitation Services (LRS)
925-4131 (in Baton Rouge) or 800-737-2958
Office for Citizens with Developmental
Disabilities (OCDD)
225-342-0095
Office of Mental Health (OMH)
225-342-2540
V. REFEERENCES
Everson, J.M., Guillory, J.D. (1998). Building
statewide transition services through collaborative interagency teamwork.
Rusch, F.R., Chadsey-Rusch, J. (Eds.), Transition from school to work: New
opportunities for adolescents, 299-317. Pacific Grove, CA: Brookes/Cole.
Tuckman, B.W. (1965). Developmental sequences
in small groups. Psychological Bulletin, 63, pp.384-399.