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CourseTitle

MKT 571 I participated in the creation of this charter and I agree with its contents (membersignatures):

Instructor

Course

Dates

6/14 -

Faculty Approval(signature)

Team Members/Personal Information (OPTIONAL)Name Address Phone Fax E-Mail

Team Member Skill InventoryName

Strengths/Contributions

Computer, details,

organization

Areas for Development

Communication,

spelling.

Name Strengths/Contributions Areas for Developme

Strengths/ContributionsProject Management, MS

Office, All things ITrelated

Areas for DevelopmentCommunication,

proofing responses

Name Strengths/Contributions Areas for Developme

Strengths/ContributionsMarketing, Management,

Planning, Big picture

Areas for DevelopmentCommunication

Name Strengths/Contributions Areas for Developme

Learning Team Goals (May include project assignment goals, group process goals, quality level goals, etc.)Timely assignments of group projects. Input from all members in regards to assignments, goals, and decisions. Constant communication onprogress. Able to ask for help without fear. Work with each other to complete assignments by deadlines established by the group.Completion of tasks and project on time and in a professional manner with each team member supplying best effort and maintaining

constructive communication and feedback of assignments.

LEARNING TEAM

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What are potential barriers to the achievement of these goals?Time availability. Distance communication. Online communication can be more difficult than in person especially when waiting for responseMisinterpretation of comments.

Ground RulesMeeting schedule, locations, attendance expectations, agenda, notifications, assignment completion, etc.Assignments set and deadlines established that all agree on. Completing assignments on time and in correct formats. Communication.

When the team is faced with a conflict about attendance issues, our team will manage the conflict by following the guidelines that we established

team. By following these guidelines, all members will know what is expected of them and help in avoiding conflict. I agree that when the team isfaced with a conflict about, our team will manage conflict by actively seeking all members input, coming to a collective resolution.

How will communication among team members be facilitated? (telephone, e-mail, fax, etc.)Online group forum should be sufficient, but additional emails or phone calls if needed are acceptable.

Conflict Management

What are potential conflicts that might arise among or between team members during this course?Need to try to work out amongst the team. Talk to each other and determine what the issue is and find a resolution. If unable to resolve, wiinvolve the instructor.

New material and compressed timelines can make coordinated team effort difficult. Poorly defined steps and assigned tasks in each project, unequ

workloads. Communication breakdowns - Schedule conflicts with other team members, other commitments.If communication falls apart and team members are unable to successfully involve one another, it is imperative to have a plan clearly laid oahead of time. If the team is approaching a deadline and unable to get a response from one member, it will be discussed amongst the activteam members and upon a united decision may be taken to the instructor for review/input.

How do team members agree together that they will deal with these and other conflicts?Written communication that terms are agreed upon.

Each team member should attempt to communicate clearly existing problems, and work together as a team to resolve all problems. Feedback shoube shared in a manner that is respectful and professional and all team members ideas and suggestions should be reviewed and considered as part o

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Guide to Completing the University of PhoenixLearning Team Charter

University of Phoenix Learning Teams are required to charter theirteams at the beginning of each course.* During their first learningteam meeting, members should use the Learning Team Charter formto guide them through the process. At the conclusion of the meeting,members should sign the form and make copies for each teammember and the instructor. The form is then submitted to theinstructor at the second course workshop. This is a guide tocompleting the form.

(*Note: Learning teams sometimes remain intact as a student cohortmoves from one course to the next. Over time, team membersnaturally tend to take the chartering exercise for granted. Animportant aspect of the team process to keep in mind is that evenwhen team members remain together, the instructor and team projectare usually different. Additionally, team members grow and developover time. These changes affect the context in which the teamoperates and suggest that it is literally not the same team.

The discipline involved in renewing a work team is an essentialmanagement skill. The Faculty of the University encourages membersof learning teams to approach each course with this in mind. Althoughchartering your team may require less time in succeeding courses than

it did the first time, it is important to use chartering as an opportunityto reflect on changes in the task, the instructor, and the relative skillsof team members. In that way team members will maximize thelearning and skill development that this process can bring.)

Course and Contact InformationThe top sections of the Charter are largely self-explanatory. Studentsidentify their course and instructor, and share contact information.The upper-right hand portion provides space for team members to signthat they collaborated in the completion of the Charter and agree withits contents. This helps to create a sense of shared commitment

among team members and can assist later in task accomplishment aswell as conflict avoidance and resolution.

Team Member Skill InventoryThis is meant to be the point in the process when team members canidentify for the others what they think they bring to the team in termsof the task and maintenance roles they can fulfill. It is also a place

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where they can identify if there are skills or knowledge areas theywould like to work on during the team process and to solicit the help ofothers. For example, team members may tend to volunteer in areas ofrelative strength. In the short-term, this may save time in theaccomplishment of group tasks. Over the longer-term, however, it

may limit the learning and skill development of that member. This partof the process encourages reflection about the individual learning theteam may help to facilitate.

Learning Team GoalsIn this section, the team lists its goals for the course. These includebut are not limited to objectives relating to task completion, taskquality, or the development of specific team process skills (e.g.,holding effective meetings or project planning). This section providesan opportunity for team members to practice setting specific andmeasurable goalsa skill that is central to the management process.

A subsection calls for members to identify barriers that may hindergoal attainment. This encourages teams to develop contingency plansand take an active approach to problem identification and problemsolving.

Ground RulesBy identifying and agreeing upon ground rules at the beginning of thecourse, teams minimize the risk of conflict and facilitate taskcompletion. Ground rules may pertain to reaching agreement aboutmeeting times, meeting protocol, team roles (e.g., agenda building,

meeting facilitation, record-keeping, etc.), notifications, assignmentresponsibilities, and other task and maintenance issues. Members arealso encouraged to discuss the best ways to contact one another andlimits on contact.

Conflict ManagementThis is an essential element of a good team charter. Conflict cannotand probably should notbe completely avoided, but it can and shouldbe managed. By identifying the likely kinds of issues that might bringteam members into conflict and agreeing beforehand how to dealconstructively with those conflicts, team members will help to ensure

the optimum functioning of the team. One common conflict, forexample, is the perception that one or more team members are notdoing a fair share of the work. This can be the result of unclear orconflicting expectations, or of an intentional or unavoidable failure tofollow through on assignments or attendance. Either way, by agreeingon the rules of engagement before conflicts even arise, teams canmanage it more ably if it should arise. This valuable skill is one thatwill carry over into each team members work and personal life.

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Preliminary Project PlanOnce the foundation for a successful team has been laid, teammembers can then begin to plan for the accomplishment of its courseproject or assignment(s). Space is provided for identification of tasks

or processes, member assignments, and due dates.

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