by Sean Williams (MS/Biomed '22)Seventeen graduate students in the team dynamics course from both the Suwanee and Philadelphia campuses completed the online class by supporting the missions of not-for-profit organizations near and far. The course, part of the Master's in Biomedical Sciences curriculum in the Organizational Leadership concentration and the Certificate of Advanced Graduate Studies program, pivoted from an in-person class to a virtual format last year, but didn鈥檛 lose its focus on giving back.
At the start of the program, students were placed in teams and tasked to create a team charter that each member would agree to follow. A team charter is a document developed in a group/team setting that clarifies team direction while establishing boundaries. The charter also provides the information needed to reduce the risk of rework, enabling the team to get it right the first time.
Students were taught early in this course that teams aren't forged overnight. Instead, they go through different stages, known as forming, storming, norming, performing and adjourning. First, the team needs to develop. This is when members start working together. During this stage, there is storming and forming. Storming is when the team enters a situation where they need to work together, but they may not be able to find common ground with the other team members. The norming stage takes place after everyone is more comfortable working with members of their team. Performing happens once all the group members have grown to know each other and can function as an effective unit to pursue their shared goals. Finally, like many teams, after the job, task or project is complete, the adjourning stage is reached, signifying the team's end.
As each team transitioned through the stages, they had to be mindful of the five dysfunctions of a team: trust, conflict, commitment, accountability and results. Trust is the foundation for every team. To build it, there must be vulnerability among the team members. Each group found its own ways to build trust.
Students learned throughout the course that conflict is inevitable, and most importantly, not all conflict is destructive. Every member of the team was encouraged to speak freely and respectfully.
From the first day of the course, class members were committed to learning how to become influential leaders. Thanks to creating the team charter, each team member was held accountable for their assigned roles and responsibilities. Results were measured through the completion of each team's service project, various presentations and individual growth through the course.
Throughout the team dynamics course, students learned about situations that teams may face.
鈥淚t was important to include real-time content affecting teams now in the midst of COVID-19,鈥� adjunct faculty member Emma Reynolds-Middleton said.
One challenge for the students was dealing with remote teams, something they have experienced over the past year during the pandemic. Teams learned to deal with technological difficulties, scheduling challenges, and connecting with peers through video conferencing and chat rooms when they knew each another only slightly.
Throughout the course, students were taught how to apply strategies to overcome conflicts, break down communication barriers, and respect multigenerational differences on teams. By repeatedly working in small teams throughout the semester, students received experience leading remote teams. They also evolved as contributors on highly functional teams.
The virtual environment did not stop each team from finding a way to support various organizations. For example, each team selected and was able to support non-profit organizations. The teams assisted the following organizations:
Working in teams gave students the opportunity to learn and blend strengths within their teams. It also allowed for learning opportunities and conflict resolution. In all cases, effective leadership remained the core ingredient to healthy and functional teams.
In addition, students gained a heightened sense of perspective about agency needs. Students gained first-hand experience on how teams work together, and they acknowledged the importance of effective communication (among volunteers, between volunteers and others). The learning opportunity was invaluable.
黑料传送门 Georgia has been serving students and the community for 20 years as a branch campus of Philadelphia College of Osteopathic Medicine (黑料传送门), a private, not-for-profit, accredited institution of higher education established in 1899. Located in Suwanee (Gwinnett County), 黑料传送门 Georgia offers doctoral degrees in osteopathic medicine, pharmacy and physical therapy. Graduate degrees are offered in biomedical sciences, medical laboratory science and physician assistant studies. The campus joins 黑料传送门 South Georgia in Moultrie in helping to meet the healthcare needs of the state. Emphasizing "a whole person" approach to care, 黑料传送门 Georgia focuses on educational excellence, interprofessional education and service to the community. For more information, visit pcom.edu or call 678-225-7500. The campus is also home to the Georgia Osteopathic Care Center, an osteopathic manipulative medicine clinic, which is open to the public by appointment. For more information, visit .
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