Abstract
Purpose. The purpose of this study was to identify and describe the level of existence of Harvey and Drolet's (1994) 17 characteristics of effective teams as perceived by members of selected mandated teams of California county offices of education. The second purpose of this study was to identify the successful strategies and tactics utilized and the challenges to facilitation identified by leader-facilitators in California county offices of education. Methodology. The research methodology used for this dissertation was descriptive, a collective case study of eight mandated teams in county offices of education in California. Quantitative data were collected on survey of team characteristics; qualitative data were collected through interviews and observations. Data were triangulated to determine findings for the eight mandated teams. Findings. Examination of quantitative and qualitative data from the surveys, interviews, and observations indicated that all 17 characteristics of effective teams were identified as existing in the selected county offices of education. Distinct successful strategies were identified and successful tactics were repeatedly utilized by leader-facilitators. Multiple challenges to facilitation of mandated teams were identified, including communication and resources as the most frequent. Team membership reflected frequent turnover and teams constantly return to Stage 1 of group development. The degree of teamness may be a reflection of the work of the leader-facilitator. The leader-facilitator plays a major role in the ongoing sense of teamness. Conclusions. The study data support the conclusion that these successful county offices of education mandated teams exhibit teamness. It is the leader-facilitator who is key to team development, teamness, and addressing communication and resources as challenges. The constant cycling into Stage 1 needs more study in mandated teams related to potency and success. Recommendations. Recommendations were made to assist county offices in training leader-facilitators. Further research is indicated. (a) Replication of this study with a larger sample of county offices of education. (b) Conduct a study of other mandated teams. (c) Conduct an in-depth study of leader-facilitators and the use and effectiveness of strategies and tactics with mandated teams. (d) Conduct an in-depth review of effectiveness of facilitation training of leader-facilitators.