APSC 101

Final Exam Bible

Matthew T., Megan Y1., Henry B2., Jenny Z.3

“Here are the notes for this class, please pause and review them before moving on” :’) ~ St. Pete

Screencast I: Technical Skills in Design

Personal Protective Equipment (PPE)
❏ Whilst using hand tools, one must have:
❏ Closed toe shoes ❏ Safety goggles; * can bring own;
❏ Long pants eyeglasses are not sufficient

Hand Tools
❏ Snips: ❏ Pliers
❏ Different colour represents ❏ Use the middle part to cut wires
different direction of turn ❏ Hole punch
❏ left = red, right = green ❏ Look through the hole to align
❏ Not to be used to cut wire ❏ Use crosshair (+) to mark centre
❏ Seamer of hole
❏ Bending plier ❏ Riveting Tool (pop riveter)
❏ To bend metal sheets ❏ Put pop riveter in with mandrel
❏ Nibbler (long end) in first
❏ To nibble metal ❏ Squeeze!

Shout out to Megan and Henry for their contributions & Preet for adding notes to the impossible Curve Sketching video
1,2
3 Huge (!!!) shout out to Jenny for her insane notes
* Also thanks to Ella Sit lol
 Screencast II: Risk and Risk Assessment
Risk = Severity of harm, consequences, or damage x Likelihood of the incident or event occurring
Risk: possibility of harm, consequences, or damage
Hazard: capacity of equipment, material, or processes to cause harm or damage.
Risks arise from hazards.
* Project Risk: possibility of unfavourable project consequence or outcome
* Vulnerability: potential for decisions, project management, or changing conditions resulting in negative
consequences

Risk Matrix: Quantification of risk, which is the product of severity & likelihood

Almost certain 5 5 10 15 20 25
Likely 4 4 8 12 16 20
Possible 3 3 6 9 12 15
Unlikely 2 2 4 6 8 10
Likelihood

Rare 1 1 2 3 4 5
1 2 3 4 5
Negligible Minor Moderate Major Catastrophic

Severity

Risk Analysis:
When might we take on more risk?
*We take on more risk when the rewards are greater!
Risk, in this context, would mean that there is a low
chance of success but a high profit is possible.

Implementation on Project
❏ Consider project risks
❏ Consider risk-reward trade offs
❏ Think about vulnerabilities, risk severity, and
risk likelihood
Screencast III: Isometric and Orthographic Projections
Why study it?
❏ Ability to sketch ❏ Helpful for visualization
❏ Read and interpret drawings

Isometric Projections:
❏ Vertical lines on the object are vertical on page
❏ Two horizontal axis on the object rise at 30˚ on the page
❏ Equal distance on axis has equal distance throughout
❏ Parallel lines on object are parallel in the drawing
❏ Isometric: //, Perspective: /\
❏ Perspective: lines converge to vanishing point as distance increases

Sketching Isometric Projections

❏ Lightly sketch an enclosing box to help, sometimes with midpoints

Orthographic Projections: Front, Top, One End

❏ Need to show hidden lines (dashed lines)
❏ To show stuff not visible
❏ Consistent on views
❏ Circular features shown with centre marks and centrelines

Isometric Projection Third Angle Orthographic Projection

Screencast IV: Engineering Drawings – Layout and Dimensions
Third Angle Projection
❏ Standard Views
❏ Six views; limited to front, top, and end
❏ Include hidden lines and centre lines
❏ All views align
❏ Side view in middle, top on top, left or right on respective side
❏ Title Blocks
❏ Letters and numbers on the ❏ Number for drawing
outside is to reference the ❏ Scale
drawing like a map ❏ Who prepared
❏ Third angle projection symbol ❏ Details on unit and precision of
❏ Units dimensions
❏ Drawing name ❏ Revision number or letter
❏ Dimensions
❏ Indicates size and location of features
❏ Do not have redundant dimensions
❏ Dimension lines
❏ Do not cross
❏ Extension lines come close but do not
touch object
❏ Can cross
❏ Should not place dimensions inside object
❏ Place in between views, as they
apply to not just one view
❏ Circle with line through = diameter
❏ Needs conical angle
Screencast V: Giving and Receiving Feedback
Types of feedback
❏ Appreciation: acknowledge a job well ❏ Evaluation: rate someone's performance
done against standards
❏ Coaching: help someone improve
7Cs of Effective Communication
❏ Clear
❏ Correct
❏ Concise
❏ Concrete
❏ Complete
❏ Courteous

❏ Considerate
Feedback Model: Sender, Message, Receiver, Response
❏ Face to Face feedback: depends on how, where, when
❏ Response is also part of communication, such as the body language and response

3 x 3 Feedback Model
❏ Message
❏ Concrete
❏ Descriptive, specific, and non-judgmental; focuses on receiver’s actions and
inactions
❏ details, impacts, and suggestions for improvemComplete
❏ Includes observableent
❏ Considerate
❏ Is empathetic; is relevant to the receiver; focuses on what is possible
❏ Sender
❏ Clear
❏ Spoken language and body language should be easy to follow, consistent, and
unambiguous to receiver
❏ Courteous
❏ Tone, message, and body language should remain polite and respectful
❏ Considerate
❏ Recognize that receiver might feel vulnerable, and keep them in mind when
choosing time and method of feedback
❏ Receiver
❏ Clear
 ❏ Spoken language and body language should be easy to follow, consistent, and
unambiguous to sender
❏ Courteous
❏ Receptive; tone, message, and body language should remain polite and respectful
❏ Complete
❏ Acknowledge receiving the feedback, and ask for clarification or suggestions as
appropriate
Screencast VI: Sustainability & Water Case Study
Water Stress
❏ Quantity and Quality of water

Water Case Study Breakdown into Design Process

❏ Analyzing problem is in stages 0 & 1
❏ Preparing recommendation is in stages 2 & 3
❏ Focusing on detailed technical details for a
water treatment system in remote communities
in stages 4 & 5

Boil water advisories

❏ Issued when safety cannot be guaranteed
❏ High risk water treatment system
❏ 298 active boil water advisories and 6 active “do not consume” advisories
❏ 80% of advisories were for small communities with 500 people or less
❏ Problem with water treatment or processes
❏ 20% of First Nations communities routinely have boil water advisories

Challenges for small & remote systems

❏ Difficult to supply: difficult to supply chemicals and parts to a remote area
❏ Retaining skilled operators
❏ Source water quality is lower in remote area
❏ Economies of scale: cost more per unit volume in small system
Screencast VII: Water Treatment Systems
Centralized Water Treatment Systems
❏ Found in large cities
❏ Small number of water treatment plants distributes clean drinking water to all parts of the city
❏ Likewise, sewer is sent to a small number of large water treatment plants
❏ Advantages:
❏ Easier to maintain a single large centralized plant
❏ Easier to monitor
❏ Lower cost per volume
❏ Disadvantages:
❏ Infrastructure is expensive
❏ Vancouver has 1500 km of water pipes and 3000 km of sewer pipes
❏ Very expensive and difficult to maintain
❏ Most of the costs related is maintaining infrastructure
❏ Difficult to adjust capacity in growing city; easier to add many smaller systems

Decentralized Water Treatment Systems

❏ Semi-decentralized Systems
❏ Substantially greater number of smaller water treatment systems serve a city
❏ In each subsystem, water is still locally treated
❏ Point of entry system
❏ Filtration at each building
❏ Point of use system
❏ Filtration at each business/household

Challenges of Semi-decentralized /Fully Decentralized Water Treatment System in Rural Areas

❏ Difficult to supply parts and chemicals
❏ Difficult to recruit and retain operators
❏ Source water may be of lower quality
❏ Treatment cost per volume is higher
Screencast VIII: Life Cycle Thinking & Systems Thinking
Assessing for Sustainability
❏ Environmental Assessment only assesses the environment and neglects societal and economic well
being
❏ Not about trade offs between the dimensions
❏ Cannot undermine foundation of life
❏ It is about adding positive contributions, not mitigating adverse effects
❏ Seeking benefits, not reducing harm
❏ Goes beyond environmental assessment

Life Cycle Thinking

❏ Considers the three dimensions of sustainability
❏ Consideration of a product or process through all
life cycle stages in sustainability assessment
❏ Starts with extraction of raw materials, the
beginning of many things

Systems Thinking
❏ Considers how that product or process interacts
with other elements that together, forms a system
❏ Must focus on all aspects of a product and its
process, not just its disposal or just its manufacturing
Screencast IX: Life Cycle Assessments and Streamlined Life Cycle Assessments
Life Cycle Assessments
❏ Systematic evaluation of impacts of material and energy input of product or process across all of the
life stages
❏ Usually only employed as environmental assessment
❏ Evolving to incorporate all aspects of sustainability
❏ Also trying to proactive in consideration in early stages of development
❏ Rigorous and structured process
❏ Functional units: measure of performance for use as a reference unit
❏ ISO 14044:2006
❏ Lots of pages and requirements is a big
standard
❏ Goal Definition and scope
(Numbers/Compare)
❏ Inventory Analysis (Tracking info)
❏ Impact assessment (Assess)
❏ Interpretation (Conclusion/Modify
Design)
❏ Challenges:
❏ Detailed knowledge of the material and energy flows is required
❏ Impact must be known and quantified
❏ Focuses on environmental impacts
❏ *Only knows full picture at the end, late in the decision process when all decisions have
been made
Streamlined Life Cycle Assessments
❏ View life cycle as linear system of steps
❏ Qualitatively assess performance across number of criteria
❏ Resources used
❏ Waste generated
❏ Energy used
❏ Public health
❏ Scale: Very poor (0) to Very good (4); quantification of
qualitative assessment
❏ Use SLCA Matrix ---->
❏ RERP=score
❏ Compared to find most favourable
❏ Two uses for SLCA: ratings for particular product and
look at their weakest aspects
❏ Use RERP to compare different options
❏ Benefits: faster, easier, inexpensive
❏ SCLA (hours or days) vs. LCA (months)
❏ Qualitative: more suitable for difficult to quantify criteria
❏ Suitable for use early in the design process, when there is opportunity to change
❏ Reveals ~80% of the environmental issues identified by a full LCA
Screencast X: Appropriate Technology
Appropriate Technology:
❏ Considers key stakeholders across all life cycle stages for that solution
❏ Appropriate for the context
❏ Needs to have close consultation and
involvement with community and users

Attributes of Appropriate Technology

❏ Suitable for the context, in terms of its
societal and economic context in which
it is applied
❏ Environmentally sound
❏ Locally accepted and adapted
*must suit context

❏ Bottom up approach, as community

and users knows what they want.
❏ Design for and with community is
important.
❏ Involves building trust and relationship
❏ Requires listening and empathizing with community
❏ Involving community throughout design process

Implementing Appropriate Technology

❏ Considers all three pillars of sustainability restraints for the community
❏ Thoughtfully considers context
❏ Bottom-up approach involving design for and with the community
Involving the Community
❏ Appropriate technology involves building a relationship and trust with the community right from
the beginning
❏ Involving community through all stages of the design process
Screencast XI: Effective Business Letters *(Post-Midterm Hereafter)
Formal Letters:
❏ Used extensively across all sectors
❏ Strong and permanent reflection of professionalism for you and your organization
Common Considerations:
❏ 7 C’s of effective communication
❏ 1’’ to 1-¼’’ margins
❏ Block format, which starts all text at left margin
❏ Body is left aligned
❏ Font size of 11-12
❏ Sender’s address followed by blank,k. line and date written in full then receiver’s address (inside
address)
❏ Position is titled
❏ Dear Ms. Last: (not comma)
❏ Body
❏ Introduction and purpose
❏ Details
❏ Conclusion
❏ Blank lines between paragraphs
❏ Not indented
❏ Comma following “Sincerely”, like this: “Sincerely,” in
closing, then signature and name and P.Eng. or
title/credentials following your name
❏ Enclosures: see right
❏ Cc means “carbon copy” or “complimentary copy”
Letterhead
❏ Already contains address so you omit the other one and start by writing the date
❏ Letterhead only spans the first page and blank pages is used for the remaining ones
❏ If the recipient has a long title, it is placed under their name
❏ A bolded reference line starting with Re: is used to identify critical information such as an
application number, order number, job posting code, and so on
Courteous and Considerate Letters are Impactful
❏ Remain respectful and professional
❏ Use a confident and sincere tone
❏ Use formal language (avoid contractions)
❏ Emphasize the positive
❏ Focus on what you can vs. what you cannot
❏ Avoid negative words
❏ Place positive messages prominently
Screencast XII: Van Anda Stakeholder Consultation
Old Guy #1:
❏ Bombarded w/ info about climate change and showed up in two different ways in the community
❏ Flooding: hasn’t happened in 50-ish years which was shocking to the locals who lived their
entire lives there
❏ In the summer there was a drought for 3 months without any rainfall so the lake surface was
going down 5 feet (1/4 inch per day from evaporation)
❏ All supplies come off island
❏ Freight is an issue
❏ Chlorine is an issue ($7500-$8000 spent on chlorine per year and the same amount to have it
shipped) and hazardous to health
❏ Would like to get to potable water without use of chlorine
❏ Want it to last decades
Middle Aged Guy #1:
❏ Aware that climate change is happening
❏ Community is drying out badly: last two summers have been incredibly dry and lake level
has almost dropped to minimum
❏ That is something that had never been looked at before because it had never been an issue
❏ Once it becomes a finite commodity, people start paying attention to it
❏ They are trying to raise awareness about the community's water usage and the finite
resource they have since they're on an island
❏ Limited amounts of lakes they can draw from and they are only piped to one lake
❏ They could within a week pipe to another but they'd still be looking at a restricted flow
during that time
❏ You want front end load - expensive upfront and minimal cost downstream
❏ People don’t mind paying if they're getting a good system - one cost system rather than
multiple smaller costs is preferred
❏ System must be drinkable, simple, easy to run and easy to maintain
❏ Small systems tend to get fixed cobbled together instead of engineered properly
❏ If you live off the grid how do you get power for it; they're note in the distributed water
systems so power is also a problem as they don’t really have power
Old Woman #1
❏ Water comes by road via ferry (3 ferries from Vancouver )
❏ Water can also be flown in on a daily scheduled flight to their airport at an exorbitant cost
❏ Plan B if water system fails: trucking in water (once again, exorbitant cost)
❏ Have looked at putting in a well but all the old mine shafts made it so the water tables were not
clean (drawing water from contaminated mine shaft). And exploring and figuring out where to place
it all so they deemed the cost was too high to explore ($100 000)
❏ A lot of people do catchment w/ big tanks and use for outside watering but wishes for watering
system in the house
 ❏ Dry seasons also doesn’t make catchment a viable option
Old Woman #2
❏ There is no alternate viable source so if lake is contaminated, or dries up, they have no other options
❏ Willingness to talk in the community (no social hierarchy in terms of who knows more)
❏ Talking to us is easier to talk to than representatives of industry who are attached to their agendas
and their needs
❏ Sense that industry > people and environment
❏ Acknowledges jobs are important and the island has very little

5 Needs
1. Easy maintenance of water treatment system
2. A water treatment system that will last decades
3. Method of water distribution that requires minimal to no power
4. "Front end load" method when it comes to financing for water distribution
5. Alternative to chlorine
Screencast XIII: (Satisfaction Curves) Design Objectives and Quantifying Stakeholder Satisfaction
Needs
❏ Target design specifications
❏ Present or not: Requirements
❏ Other stuff (how well the solution addresses the needs): evaluation criteria
❏ Evaluation criteria usually has a requirement
associated
❏ Requirements: must haves, pass or fail
❏ Evaluation Criteria: differentiate based on
levels of performance, describe stakeholder
satisfaction
❏ Important to determine design
parameter values which dictates
the product attributes (Engineers
→ stakeholder)
Requirements on Satisfaction
❏ Threshold attribute value for which a solution is unsatisfactory often has an associated requirement.
❏ If a requirement is present here, any solutions with less storage capacity would be screened out and
deemed unacceptable

Satisfaction Curves
❏ X-axis is the attribute
❏ Y-axis is the satisfaction
❏ We want to maximize satisfaction; it ranges from
0% to 100%
❏ It provides a mean by which to quantify
performance for a single evaluation criterion
from the target design specifications
❏ Curves are not arbitrary and are actually from
understanding the market, from research, and
from talking to, working with, and observing key stakeholders
Screencast XIV: Spreadsheets as An Engineering Analysis and Design Tool
Equations
❏ Qout = Anozzle √2𝑔ℎ
❏ Qin = water in rate
❏ If Qin > Qout , it will overflow
𝑣𝑜𝑙𝑢𝑚𝑒 𝑉(𝑡)
❏ ℎ(𝑡) = 𝑎𝑟𝑒𝑎
= 1
𝜋𝐷 2
4

❏ Qnet = Qin - Qout

❏ 𝑉(𝑡 + ∆𝑡) ≃ 𝑉(𝑡) + 𝑄𝑛𝑒𝑡 (𝑡)∆𝑡
Spreadsheet set up
=if(A13<60,0.05,0.01) ->
if time is less than 60 seconds, Qin=0.05, otherwise Qin=0.01

if(A1>A2,1,-1)
Screencast XV: Excel Simulation of Rainwater Collection
*assuming Qout = 0
❏ Rainfall measured in units of height per time
❏ Height fills the same; the wider the container, the more volume but height per time is the
same
❏ Volume depends on wideness of container head
❏ Therefore, we cannot control rainfall but we can control
catchment area (higher area = more volume of water)

Pilot Location
❏ House is pilot site for
which we are designing
❏ Simple house w/ two
sided roof
❏ Width of half the roof = W (portion used for rain water harvesting)
❏ Roof has distance B into the screen
❏ Total area to collect water: WxB
Rainwater Collection
❏ Water which falls on the right side of the roof is captured in the tank
❏ Water flowing on the left side of the roof is lost
❏ Qin depends on how hard it's raining and how large the roof is
Measuring Rainfall
❏ Rainfall usually measured in units of height per time
Understanding Rainfall
❏ There is a volume flow rate of rain per unit area
❏ Two containers with different widths will fill to the same height for a given amount
of time but the wider container will collect more total volume
Rainfall in Our System
❏ Qin = projected area of catchment x rate of rainfall
❏ We can't control rainfall but we can control the catchment area (how much of roof
we use, adding additional off-roof catchment)
Weather Data
❏ For this video the units are:
❏ Days
❏ Weather app gives mm per day
❏ This video will only consider a month of rain
❏ Spreadsheet modelling
❏ Roof width, W = 8m
❏ Roof length, B = 12m
❏ Total catchment area: 96m^2
❏ Spreadsheet orientation
❏ Spreadsheet set up
❏ Determining Qin
❏ Qin equation
❏ Initial volume
❏ A note about units
❏ We're assuming it’s per day! So to calculate volume each day we multiply by 1 which
is why the units work out
Interpreting Results
❏ Rainfall and Volume Relationship
❏ Note that our tank has fixed volume. If we imagine it is 5 metres cubed, then any
water collected after March 10th on the chart is lost and not stored.
❏ We would need to spend more money to get a bigger tank or lose this water that we
have captured
Screencast XVI: Physics of Pressure and Flow
Pressure
❏ Let p = patm = 0
❏ * Q = flowrate = m3/s
❏ p = 𝜌gh, 𝜌 = 1000 kg/m3, g = 9.81 m/s2, h = height of
the water column above object
❏ Pressure distributed to the object at all points
❏ *important to know that this is based on the projected
area of the object, which is not shown
❏ As area gets bigger, volume and hence the weight of the
water column also increases; however, that weight is
distributed over a proportionally larger area, thus pressure is unchanged
❏ Units for pressure : N/m2 = Pa (Pascals)
Pressure & Qout
❏ As noted above, it is clear that as the width of the storage tank
increases, it does not affect the pressure thus does not affect the
flowrate
2𝑝
❏ From the equation on the right, we are able to derive 𝑣 = √ and 𝑝 =
𝜌
𝜌(𝑣𝑜𝑢𝑡 )2
2
❏ Two tanks of different radius are connected. The valve connecting
them are closed. Once the valve is opened, the water in both the
tanks will be at the same height due to the pressure-
height equation.
Fitting a line to two points
❏ Easily compute slope m and intercept b of the line
defined by the points as long as we know the coordinates
Fitting a line to three points
❏ Line that results may not cross any points at all
Goodness of fit
❏ Coefficient of determination - r squared
❏ Measures how closely data matches the best fit line
❏ Ranges 0 to 1 ( 0 means it’s not possible to predict y from x, 1 means it’s perfectly fitted)
❏ We can force a line through a point on y-axis (set our own y intercept) but will decrease the r
squared
Screencast XVII: Rainwater Harvester Physics
❏ Elevation changes Qout since it is just another
height dimension
❏ Gravitational Losses
❏ If the pipe is diverted upwards, it is
the same as moving the out valve up
(which is just another height change)
❏ If we force a flow through a contraction,
such as a small nozzle, it will be harder to move
that fluid at the same exit speed. Thus, this would
be a pressure loss
❏ Restriction losses: pressure loss from piping
elements

❏ Piping losses are also an aspect (pipe friction)

Screencast XVIII: Rainwater Harvester– Implementation

**********
Screencast XIX: Curve-Fitting in Excel
❏ In order to add a trendline to a set of points → Right click any point
& click “Add trendline”. From there a menu opens which allows us to
choose the type of trendline to display (linear, exponential, etc.)

❏
❏ To display equation → Right-click trendline and select “Display
equation on chart”
Goodness of Fit
❏ We will use what is known as the “coefficient of determination” or R-squared
❏ To display R-squared → Right-click trendline and select “Display R-
squared value on chart”
❏ Measures how closely the data matches a best-fit line
❏ 0 ≤ r2 ≤ 1
❏ A value of 1 means the output (y) can be predicted perfectly for any input (x)
❏ A value of 0 means it is impossible to predict y from x.
Setting the Intercept
❏ We can format our trendline and force the intercept at a specific value if it is known, however this
usually causes the fit to be less accurate and consequently the r 2 value to drop.
❏ To do so open the Format Trendline menu once again and click “Set Intercept” and change it from
the default of 0.
Screencast XX: System Integration
Filtration
❏ 200 micron bag filter → filter out larger particles (sand, dust,
pollen)
❏ Not including would reduce initial cost and improve flow rate,
but more particles make it through and foul the 5 micron filter
→ increasing replacement costs and maintenance
❏ 5 micron filter → remove smaller particles (silt, suspended solids)
❏ 1 micron filter → remove some pathogens and very fine particles
❏ Must come before UV purifier
❏ UV purifier → disinfect water, kill pathogens
❏ Ineffective if water is cloudy
❏ Cf values → pfilter = Cfv = (Cf,1𝜇 + Cf,5𝜇 + Cf,200𝜇)v
Physical system
❏ Worst case: tank almost empty → available potential energy (𝜌gh) at minimum
❏ Equal to kinetic energy per unit volume of water coming out of the faucet
❏ Assume exit kinetic energy = small → pressure losses dominate
Requirements
❏ Not meeting consumption requirements only triggers cost/reliability penalty
❏ All other requirements MUST be met
Screencast XXI: Diversity and Bias
Benefits of Diversity
❏ Diversity: differences in gender, race, ethnicity, age, etc.
❏ Diverse teams create good projects
❏ Gender, race, ethnicity, sexual orientation, age, ability
❏ Develop more creative solutions form different perspectives
❏ Cultivate stronger relationships - better performance
❏ Companies w/ diversities on the board outperform others
Bias
❏ Can lead to unequal treatment of others
❏ Gender, race, ethnicity, sexual orientation, age, ability
❏ Unequal treatment of some over others
Bias and Intentions
❏ People explicitly supporting diversity and equality can still have implicit associations working
against their explicit goals
Age and Gender Bias
❏ Less old people using tech
❏ More men shown as leaders
Explicit Bias
❏ Explicit Associations are beliefs and attitudes about a
group that people consciously report
Implicit Bias
❏ Implicit associations are culturally learned associations
that can shape perceptions outside of conscious
awareness and control

Example about Implicit Bias

❏ Biases can shape how we perceive and act towards
others, but it can also affect how we perceive ourselves
(stereotype threat)
Impacts on Ourselves
❏ Biases can shape how we perceive ourselves which can impact how we perform
❏ Stereotype threat - worry about inadvertently confirming that stereotype
Stereotype Threat
❏ When people think about stereotypes that might apply to them, they can worry about inadvertently
confirming that stereotype
❏ Biases can shape how we perceive ourselves, which can impact how we perform
Screencast XXII: Team Development
Tuckman’s Stages of Team Development
❏ Task completion
❏ No work produced → good quality and quantity of work
❏ Team relationship
❏ Polite/uncertainty → openness/trust
❏ Want to be strong in both dimensions
Forming
❏ Politeness, desire to minimize controversy, general optimism
❏ Uncertainty in roles and responsibilities
❏ Attempt to contribute; some work is accomplished
❏ Lack of clear goals/direction → strengths of team are not fully
utilized; most tasks completed inefficiently/not to a high
standard
Storming
❏ Willing to speak their mind → tension, disagreement, power struggle
for leadership/decision-making
❏ Some may become disenfranchised → contribute less
❏ People upset if they need to work harder
❏ Quality and quantity of work diminishes
Norming
❏ Group norms established → team’s function improves
❏ Mutual understanding of team goals, teammates’ roles, standards of behaviour
❏ Quality of team relationships improves
❏ Quality and quantity of work produced improves
Performing
❏ Team operates as a cohesive unit
❏ Strong identity, strong relationships, efficient and effective completion of tasks
❏ Typically place high value on both tasks completed as well as team relationships
Conflict
❏ Occurs in all stages, but handled differently
❏ Forming → conflict avoided and/or
ignored
❏ Storming → conflict in the open,
may impede ability to complete
work; stressful
❏ Norming → ???
 ❏ Performing → conflict dealt with directly and swiftly without
endangering team relationships
❏ Healthy differences of opinion welcomed as a way to ensure all voices/ideas are heard
❏ Generates best solutions and decisions
Transitions
❏ Form → Storm: time spent together; building relationships; leadership
of team
❏ Storm → Norm: open communication; authentic relationships; desire to
improve
❏ Norm → Perform: environment where people feel safe to speak their
minds (including raising concerns about project/team); place value on
team relationships and success
❏ Bad norming: team dysfunctions tolerated as new team norms
❏ Takes courage to speak up and refuse to tolerate dysfunction as
an acceptable norm → back to storming
❏ Some teams stay in bad norming because it’s easier than dealing with awkwardness/conflict
from storming

5 Keys to an Effective Team

❏ Dependability
❏ Team members can count on each other to do their work well and on time
❏ Structure and Clarity
❏ Team members clearly understand their roles, plans, and goals
❏ Meaning
❏ Work is personally fulfilling to individual team members
❏ Impact
❏ Team sees their work as broadly important
❏ Psychological Safety ← Most Important
❏ Team members feel safe and secure in their team
❏ Take risks to speak their minds
❏ Make mistakes
❏ Be vulnerable
❏ Psychological Safety is the most important trait of a team
❏ Teams with high psychological safety exceed performance goals by about
20%
❏ More likely to harness diverse and creative ideas from teammates
❏ More likely to admit mistakes
❏ More likely to partner with others
❏ More likely to be rated as effective by executives
 ❏ More likely to bring in more revenue
❏ Less likely to leave Google --> happy with their work, job, and
team
❏ Teams with low psychological safety were below their goals by about 20%

Analysis of Tuckman and Updated Tuckman’s Stages of Team Development

❏ Where psychological safety fit within Tuckman model
❏ With teams trying to move from bad norming back to storming, transition is progressively
easier as individuals feel greater psychological safety within the team
❏ Bias and Stereotype Threat
❏ Bias and stereotype threat undermine psychological safety on a team
❏ Prevents team from being highly effective
❏ Prevents relationships from progressing to ones with openness and trust
❏ Reflecting on your experiences