Which of the following is an example of a benefit for members of a team? learning to work alone developing an individualistic outlook acquiring new skills engaging in groupthink learning to be independent |
acquiring new skills |
Which of the following is true of parallel teams? |
Their charge is to recommend solutions to specific problems. |
A temporary safety team, comprising of members from several departments, was formed to assess the workplace implications of a new federal regulation. This is an example of a(n) _____. |
parallel team |
Which of the following is true of semiautonomous work groups? |
They get outside support for quality control and maintenance. |
After the norming stage in team development, a team would most likely move on to the _____ stage. |
performing |
Which of the following reasons can contribute to a team's failure? use of diplomacy lack of training and support systems high levels of trust autonomy to make important decisions lack of supervisory leadership |
lack of training and support systems |
The three criteria that define an effective team are |
productive output, satisfaction among members, and committed members. |
Which of the following is true of team norms? Cohesive groups are more effective than noncohesive groups at norm enforcement. Noncohesive groups with high-performance norms are more productive than cohesive groups with the same performance norms. |
Cohesive groups are more effective than noncohesive groups at norm enforcement. |
Which of the following factors is present when a team gives its highest performance? low entrance standards and close supervision high cohesiveness and high-performance norms low levels of trust and autocratic decision making close supervision and large size large size and high degree of groupthink |
high cohesiveness and high-performance norms |
When teams have a high degree of dependence on outsiders, _____ is the best team strategy. |
probing |
Which of the following relationships emerges as a group receives tasks from one unit, processes it, and sends it to the next unit in the process? service relationship work flow relationship advisory relationship stabilization relationship audit relationship |
work flow relationship |
Walter was disappointed when his team did not discuss his proposal before voting. He reacted by missing meetings but did not say anything further about the matter. This type of reaction to conflict is known as |
avoidance. |
A(n) _____ refers to a third party who intervenes to help others manage their conflict. |
mediator |
The role of a management team is to |
coordinate and provide direction to subunits. |
_____ typically provide the most honest, and most crucial and useful, feedback about the performance of a team. |
External customers |
When individuals are more motivated to work hard when others are present, are concerned with what others think of them, and want to maintain a positive self-image, the phenomenon is known as |
social facilitation effect. |
Which of the following is a function of a task specialist? |
to move the team toward accomplishment of objectives |
______ are people who boost morale, give support, provide humor, or soothe hurt feelings within a group. |
Team maintenance specialists |
Which of the following is an ineffective practice in building cohesive teams with high-performance norms? |
... |
_____ refer to higher-level organizational goals taking over specific individual or group goals. |
Superordinate goals |
Team-Based Approaches can be .... |
1. effective building blocks 2. increase productivity 3. improve quality 4. reduce costs 5. enhance speed 4. provide benefits for members |
Group |
collection of people who interact to undertake a task but not necessarily to perform as a unit |
Team |
A small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves ?mutually accountable. |
Traditional Team Enivornment |
1. managers plan work 2. jobs narrow 3. cross-training inefficient 4. most info = management property 5. people work alone |
New Team Enivornment |
1. managers and team work together 2. jobs with broad skills 3. cross training is normal 4. most information is freely shared 5. people are working together |
Work Teams |
Teams that make or do things like manufacture, assemble, sell, or provide service. |
Project and Development Teams |
Teams that work on long term projects but disband once the work is completed. |
Parallel Teams |
operate separately from regular work structure, and exist temporarily |
Management Teams |
coordinate and give direction to subunits under them and work among subunits |
Transnational Teams |
work groups composed of multinational members whose activities span countries. |
Virtual Teams |
teams that are physically dispersed and communicate electronically more than they do face-to-face |
Semiautonomous Work Goups |
Groups that make decisions about managing and carrying out major production activities but get outside support for quality control and maintenance. |
Autonomous Work Groups |
Groups that control decisions about and execution of a complete range of tasks. |
Self-Designing Teams |
Teams with the responsibilities of autonomous work groups, but have control over hiring, firing, and deciding what tasks members perform. |
Autonomy |
independence or freedom, as of the will or one's actions |
Low Team Autonomy |
1. traditional work groups 2. quality circles 3. high performance work teams |
High Team Autonomy |
1. semiautonomous work groups 2. self-managing teams 3. self-designing teams |
What management team is the most trending today? |
Self-managed teams |
Group Process of 'Forming' |
group members attempt to lay the ground rules for what types of behavior are acceptable. |
Group Process of 'Storming' |
hostilities and conflict arise, and people jockey for positions of power and status. |
Group Process of 'Norming' |
group members agree on their shared goals, and norms and closer relationships develop. |
Group Process of 'Performing' |
the group channels its energies into performing its tasks. |
What is the key aspect to group development? |
the passage of time |
Group Activities Shift as Group Matures... |
1. groups that deteriorate move to a declining stage 2. temporary groups add adjourning or terminating stage |
Supervisory Leadership |
1. direct people 2. explain decisions 3. train 4. manage one-on-one 5. contain conflict 6. react to change |
Participatory Leadership |
1. involve people 2. get input for decisions 3. develop individual performance 4. coordinate group effort 5. resolve conflict 6. implement change |
Team Leadership |
1. build trust 2. inspire teamwork 3. expand team capabilities 4. create team identity 5. foresee and influence change |
Team Effectiveness |
1. Productive output of the team meets or exceeds standards of quantity and quality 2. Team members realize satisfaction of their personal needs 3. Team members remain committed to working together again |
What is a key element to effective teamwork? |
Commitment to common purpose * This common purpose should be translated into measurable performance goals |
How do teams achieve the highest performance levels? |
By having both difficult goals and specific incentives to attain these goals |
Social Loafing |
working less hard and being less productive when in a group |
Social Facilitation Effect |
working harder when in a group than when working alone The social facilitation effect is maintained, and a social loafing effect can be avoided-- under conditions: -group members know each other -they can observe and communicate with one another -clear performance goals exist -the task is meaningful to the people working on it -group members believe that their efforts matter and that others will not take advantage of them -the culture supports the team |
Team Behavior Norms |
shared beliefs of how people should think and behave |
Team Behavior Roles |
Different sets of expectations for how different individuals should behave Two important sets of roles must be performed: 1. task specialist 2. team maintenance specialists |
1. Task Specialist |
an individual who has more advanced job-related skills and abilities than other group members possess. Keep the team moving forward to accomplish goal |
2. Team Maintenance Specialist |
individual who develops and maintains team harmony. They boost morale, give support, provide humor, soothe hurt feelings. |
What roles should leaders perform? Superior team leaders are better at several things.. |
1. relating 2. scouting 3. persuading 4. empowering |
Self-Managed teams report to who? |
Management representative called "coach"-- "coach" is not part of the team |
Coach's Role to Self-Managed Teams |
help team understand its role in organization and serve as a resource. Advocate for team. |
Cohesiveness |
how attractive the team is to it's members how motivated members are to remain team + degree to how they influence one another Importance of Cohesiveness: 1. it contributes to member satisfaction 2. it has a major impact on performance But ultimate outcome depends on- 1. the task 2. performance norms |
Managers can build cohesiveness and high-performance norms by... |
1. Recruit members with similar attitudes, values, and backgrounds 2. Maintain high entrance and socialization standards 3. Keep the team small 4. Help the team succeed, and publicize its successes 5. Be a participative leader 6. Present a challenge from outside the team. 7. Tie rewards to team performance |
Managing Teams Outward. Which strategy to use? |
The balance between an internal & external strategic focus and between internal & external roles depends o how much the team needs information, support, and resources from outside. Teams with high degree of dependence on outsiders, Probing best strategy, Parading teams perform at intermediate level, Informing teams are likely to fail Teams with lower degree of dependence on outsiders, informing or parading strategies may be more effective. |
Gatekeeper |
a team member who keeps abreast of current developments and provides the team with relevant information |
Team Strategy 1: Informing |
team strategy that entails making decisions with the team and then informing outsiders of its intentions |
Team Strategy 2: Parading |
team strategy that entails simultaneously emphasizing internal team building and achieving external vulnerability |
Team Strategy 3: Probing |
involves a focus on external relations |
Work-Flow Relationships |
emerge as materials are passed from one group to another |
Service Relationships |
exist when top management centralizes an activity to which a large number of other units must gain access |
Advisory Relationships |
created when teams with problems call on centralized sources of expert knowledge |
Audit Relationships |
developed when people not directly in the chain of command evaluate the methods of performances of other teams |
Stabilization Relationship |
involve auditing before the fact |
Liaison Relationships |
involve intermediaries between teams |
Conflict Management Strategies: Avoidance |
A reaction to conflict that involves ignoring the problem by doing nothing at all, or deemphasizing the disagreement. |
Conflict Management Strategies: Accommodation |
A style of dealing with conflict involving cooperation on behalf of the other party but not being assertive about one's own interests. |
Conflict Management Strategies: Compromise |
Style of dealing with conflict involving moderate attention to both parties concerns |
Conflict Management Strategies: Competing |
style of dealing with conflict involving strong focus on one's own goals and little or no concern for other person's goals |
Conflict Management Strategies: Collaboration |
A style of dealing with conflict emphasizing both cooperation and assertiveness to maximize both parties' satisfaction. |
group |
a collection of people who interact to undertake a task but do not necessarily perform as a unit or achieve significant performance improvements |
team |
a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable |
work teams |
teams that make or do things like manufacture, assemble, sell, or provide service |
project and development teams |
teams that work on long-term projects but disband once the work is completed |
parallel teams |
teams that operate separately from the regular work structure, and exist temporarily |
management teams |
teams that coordinate and give direction to the subunits under their jurisdiction and integrate work among the subunits |
transnational teams |
work groups composed of multinational members whose activities span multiple countries |
virtual teams |
teas that are physically dispersed and communicate electronically more than face-to-face |
work teams |
well defined, a clear part of the formal organizational structure, and composed of a full-time, stable membership--what most people think of when they think of teams in an organization |
project and development teams |
often formed for new projects, team members usually must contribute expert knowledge and judgment |
parallel teams, recommend, authority |
Members of _____ often come from different units or jobs and are asked to do work that is not normally done by the standard structure. They are there to _____ solutions, do not have _____ to act. |
management teams |
based on authority stemming from hierarchical rank and is responsible for the overall performance of the business subunit |
transnational teams |
differ from other work teas by often being geographically dispersed, being psychologically distance, and working on highly complex projects having considerable impact on company objectives |
virtual teams |
Transnational teams tend to be _____. |
identity, in touch, relationships, chance, sharing, rewarding |
A virtual team encounters difficult challenges--building trust, cohesion, and team _____. Managers can overcome these challenges by ensuring that members understand how they are supposed to keep _____, setting aside times at the beginning of virtual meetings to build _____, ensuring that all participants in meetings and on message boards have a _____ to communicate, _____ meeting minutes and progress reports, and recognizing and _____ team members' contributions. |
traditional work groups |
groups that have no managerial responsibilities |
quality circles |
voluntary groups of people drawn from various production teams who make suggestions about quality (no authority) |
semiautonomous work groups |
groups that make decisions about managing and carrying out major production activities but get outside support for quality control and maintenance |
autonomous work groups |
groups that control decisions about and execution of a complete range of tasks |
self-designing teams |
teams with the responsibilities of autonomous work groups, plus control over hiring, firing, and deciding what task members perform |
self-managed teams |
autonomous work groups in which workers are trained to do all or most of the jobs in a unit, have no immediate supervisor, and make decisions previously made by first-line supervisors |
autonomous work groups |
are fully responsible for an entire product or an entire part of a production process |
self-managed |
The trend today is toward what type of team? |
manufacturing, responsibility |
Self-managed teams are found most often in _____. People may resist such teams because they don't want so much _____. |
semiautonomous and autonomous |
Which two types of teams are known to improve the organization's financial and overall performance, at least in North America? |
traditional work groups, quality circles, high-performance work teams, semiautonomous work groups, autonomous work groups, self-designing teams |
six types of teams on a scale from low team autonomy to high team autonoy |
forming, norming, storming, performing |
the four stages of team development |
declining |
Groups that deteriorate move to a _____ stage of team development. |
adjourning |
Temporary groups add an _____ or terminating stage of team development. |
first meeting, midway point |
Two Critical Periods Groups Enter: 1. the _____ during the forming stage when rules and roles are established that set long-lasting precedents. 2. the _____ between the initial meeting and a deadline, when the group has enough experience to understand its work and must re-open communication |
supervisory, participative, team |
three forms of team leadership |
declining and adjourning |
two additional stages of team development had by some groups |
supervisory leadership |
when the team leader handles most (if not all) of the leadership duties, including assigning tasks, making and explaining decisions, training team members, managing members one-on-one, and so forth |
participative leadership |
when the team leader seeks input from group members for decisions, provides assignments and experiences to develop members' skills and abilities, coordinates group effort, and the like |
team leadership |
when the team leader's job focuses on building trust and inspiring teamwork, facilitating and supporting team decisions, broadening team capabilities through projects and assignments, creating a team identity, and so forth |
communication, charter, trust, empowered |
Why might a team fail? There may be poor _____. The team may lack a _____, vision, or goals. A lack of _____ can get in the way. Teams must be truly _____. |
productive output, satisfaction, committed |
Criteria of Team Effectiveness: 1. The _____ of the team meets of exceeds the standards of quantity and quality, 2. team members realize _____ of their personal needs, 3. team members remain _____ to working together again (not burned out). |
common purpose, understanding, performance, measurement, feedback |
The key element of effective teamwork is commitment to a _____. The best teams develop a common _____ of how they will work together to achieve this. General purpose goals should be translated into specific, measurable _____ goals. Ideally the team plays the lead role in designing its own _____ system. _____ from many sources is crucial. |
social loafing |
working less hard and being less productive when in a group |
social facilitation effect |
working harder when in a group than when working alone |
.know, communicate, performance, meaningful, matter, advantage, teamwork |
Social Facilitation Effect occurs when: group members _____ each other, they can observe and _____ with one another, clear _____ goals exist, the task is _____ to the people working on it, group members believe that their efforts _____ and that others will not take _____ of them, and the culture supports _____. |
rewards, validly, behaviors |
Ultimately teamwork is motivated by tying _____ to team performance. If this can be measured _____, team-based rewards can be given accordingly. But if tea performance is difficult to measure validly, then desired _____, activities, and processes that indicate good teamwork can be rewarded. |
should not, team members |
If team members are to be rewarded differentially, such decisions _____ be left only to the boss. _____ are in a better position to observe, know, and make valid reward allocations. |
selected, trained |
Team members should be _____ and _____ so that they become effective contributors to the team. |
norms |
shared beliefs about how people should think and behave |
roles |
different sets of expectations for how different individuals should behave |
task specialist |
an individual who has more advanced job-related skills and abilities than other group members possess |
team maintenance specialist |
an individual who develops and maintains team harmony |
positive, negative |
Norms can be _____ or _____. (In some teams, everyone works hard; in others, employees hate management and do as little work as possible.) |
norms, roles |
Although _____ apply generally to all team members, different _____ exist for different members within the norm structure. |
task specialist and team maintenance specialist |
two important sets of roles that must be performed |
task specialist |
keep the team moving toward accomplishment of the objectives |
team maintenance specialists |
boost morale, give support, provide humor, soothe hurt feelings, and generally exhibit a concern with members' well-being |
relating |
exhibiting social and political awareness, caring for team members, and building trust |
relating, scouting, persuading, empowering |
four things that superior team leaders are better at (roles) |
scouting |
seeking information from managers, peers, and specialists, and investigating problems systematically |
persuading |
influencing team members, as well as obtaining external support for teams |
empowering |
delegating authority, being flexible regarding team decisions, and coaching |
coach |
a management representative to whom self-managed teams report (usually not an actual member of the team), a resource |
cohesiveness |
refers to how tightly knit the team is |
member satisfaction, performance |
Primary Reasons that Cohesiveness is Important: 1. It contributes to _____, 2. It has a major impact on _____. |
task and performance norms |
The ultimate outcome of when high cohesiveness leads to good performance and when it results in poor performance depends on what two things? |
poor, groupthink, constructive, high, tangible |
If the task is to make a decision or solve a problem, cohesiveness can lead to ____ performance due to _____. A norm of _____ disagreement should be established. If the task is performance, however, the effective of cohesiveness can lead to _____ performance, particularly if the task is to produce some _____ output. |
cohesiveness |
the degree to which a group is attractive to its members, members are motivated to remain in the group, and members influence one another |
cohesive |
Are cohesive or noncohesive groups better at norm enforcement? |
highest, worst |
The _____ performance occurs when a cohesive team has high-performance norms. But if a highly cohesive group has low-performance norms, that group will have the _____ performance. |
company, could, poorly, ruin |
Noncohesive groups with high-performance norms can be effective from the _____'s standpoint, but they won't be as productive as they _____ be if they were cohesive. Noncohesive groups with low-performance norms perform as _____, but they will not _____ things for management as much as cohesive groups with low-performance norms. |
similar, socialization, small, help, publicize, participative, outside, rewards |
To Create Cohesive and High-Performance Teams: 1. recruit members with _____ attitudes, values, and backgrounds, 2. maintain high entrance and _____ standards, 3. keep the team as _____ as possible, 4. _____ the team succeed and _____ its successes, 5. be a _____ leader, 6. present a challenge from _____ the team, 7. tie _____ to team performance |
gatekeeper |
a team member who keeps abreast of current developments and provides the team with relevant information |
informing |
a team strategy that entails making decisions with the team and then informing outsiders of its intentions |
parading |
a team strategy that entails simultaneously emphasizing internal team building and achieving external visibility |
probing |
a team strategy that requires team members to interact frequently with outsiders, diagnose their needs, and experiment with solutions |
informing, parading, probing |
three general external team strategies |
probing, parading, informing |
When teams have a high degree of dependence on outsiders, _____ is the best strategy. _____ teams perform at an intermediate level, and _____ are likely to fail (too isolated). |
work flow relationships |
emerge as materials are passed from one group to another |
service relationships |
exist when top management centralizes an activity to which a large number of other units must gain access (technology, libraries, clerical, etc.) |
advisory relationships |
created when teams with problems call on centralized sources of expert knowledge (HR or legal) |
audit relationships |
develop when people not directly in the chain of command evaluate the methods and performances of other teams |
stabilization relationships |
involve auditing before the fact--teams sometimes must obtain clearance before they act (for large purchases, for example) |
liaison relationships |
involve intermediaries between teams |
conflict |
a process in which one party perceives that its interests are being opposed or negatively affected by another party |
avoidance |
a reaction to conflict that involves ignoring the problem by doing nothing at all, or deemphasizing the disagreement |
ideas, personalities |
Conflict can foster creativity when it is about _____ rather than _____. |
productive, solved, strengthened |
In conflict management, the aim is to make the conflict _____. People believe they have benefited from a conflict when they see these outcomes: 1. A new solution is implemented, the problem is _____, and it is unlikely to emerge again, 2. work relationships have been _____, and people believe they can work together productively in the future. |
accommodation |
a style of dealing with conflict involving cooperation on behalf of the other party but not being assertive about one's own interests |
compromise |
a style of dealing with conflict involving moderate attention to both parties' concerns |
competing |
a style of dealing with conflict involving strong focus on one's own goals and little or no concern for the other person's goals |
collaboration |
a style of dealing with conflict emphasizing both cooperation and assertiveness to maximize both parties' satisfaction |
superordinate goals |
higher-level goals taking priority over specific individual or group goals |
competing, avoiding, compromising, collaborating, accommodating |
five conflict management strategies |
mediator |
a third party who intervenes to help others manage their conflict |
investigate, decide, take action, follow up |
Four-Stage Strategy of Mediating Disputes: 1. _____ by interviewing the disputants and others and gathering more information, 2. _____ how to resolve the dispute, often in conjunction with the disputants' bosses, 3. _____ by explaining their decisions and the reasoning, and advise or train the disputants on how to avoid future incidents, 4. _____ by making sure everything understands the solution, documenting the conflict and the resolution, and monitoring the results by checking back with the disputants and their bosses. |
compromise, competition |
In virtual teams, sometimes ____ hurts performance and _____ helps it. |
traditional, new |
_____ approaches focus on the differentiation of tasks with an emphasis on the pieces, and information flow is vertical. _____ approaches focus on integrating the tasks with an emphasis on the whole, and information flow is horizontal. |
one, multiple |
A work team would probably be composed of people from _____ division(s). A project and development team would probably be composed of people from _____ division(s). |
forming |
_____ is often done implicitly rather than explicitly. |
agendas, information, opinion, elaborating, consensus |
Make an _____ to know what you plan to accomplish at a meeting. To get the work done, include _____ seeking and giving, _____ seeking and giving, clarifying and _____, summarizing and _____ testing. |
task specialist |
can clarify and focus the work |
team maintenance specialist |
helps turn any conflict into a positive |
lack of response, formal authority, self-authority, majority rule, consensus |
five ways to make decisions on a team |
plop, consensus |
What is another term for decision by lack of response? Which is the best decision? |
outward, coordinate |
Some team members must manage _____ by gatekeeping, informing, parading, and probing. They must also _____ with others with work flow relationships, service relationships, advisory relationships, and liaison relationships. |
Group |
Collection of people who interact to undertake a task but do not necessarily perform as a unit or achieve significant performance improvements |
Team |
A group whose members have complementary skills and are committed to a common purpose or set of performance goals for which they hold themselves mutually accountable. |
Work Teams |
a small number of people with complementary skills who hold themselves mutually accountable for pursuing a common purpose, achieving performance goals, and improving interdependent work processes |
Project and development teams |
Work on long term projects but disband once the project is over |
Parallel teams |
composed of members from various jobs who provide recommendations to manager about important issuse that run parallell to the teams production process. they are sometimes temporary depending on there aims. |
Management teams |
Teams that coordinate and provide direction to the subunits under their jurisdiction and integrate work among subunits. |
Transnational teams |
work groups composed of multinational members whose activities span multiple countries |
virtual teams |
Teams that use computer technology to tie together physically dispersed members in order to achieve a common goal while working online. Absence of paraverbal and nonverbal cues; limited social context; and ability to overcome time and space constraints--differ from face-to-face. |
self-managed teams |
autonomous work groups in which workers are trained to do all or most of the jobs in a unit, have no immediate supervisor, and make decisions previously made by first-line supervisors |
Traditional work groups |
no managerial responsibility |
Quality circles |
voluntary groups of people drawn from various production teams who make suggestions about quality |
Semi autonomous work group |
Make decisions about managing and carrying out major production activities with outside support for quality control and maintence |
Autonomous work group |
Groups that control decisions about and execution of a complete range of tasks. |
Self-designing teams |
Teams with the responsibilities of autonomous work groups, plus control over hiring, firing and deciding what tasks members perform |
Stages of development |
Forming, storming, norming, performing, and adjourning |
Forming |
Characterized by a great deal of uncertainty about the group's purpose, structure, and leadership. Complete when members have begun to think of themselves as a group. |
Storming |
A phase of team development that is marked by conflict. Stress: The pressure or tension exerted on a material object. Subassembly: An assembled part that is a part of a larger assembly. |
Norming |
A process of arriving at mutually acceptable rules, regulations, and standards of behavior. |
Performing |
group channels its energies into performing its task |
Adjourning |
In Tuckman's Stages of development; Step five: The process of "unforming" the group, that is, letting go of the group structure and moving on. |
Team effectiveness |
Productive output, satisfaction, and committed members define? |
Norms |
shared beliefs about how people should think and behave, can be positive or negative |
Roles |
Different sets of expectations for how different individuals should behave |
Task specialist |
an individual who has more advanced job-related skills and abilities than other group members possess |
Team maintenance specialist |
Individual who develops and maintains team harmony |
Social Loafing |
Decrease in effort and productivity that occurs when an individual works in a group instead of alone. |
Social facilitation effect |
working harder when in a group than when working alone |
Cohesiveness |
Degree to which group members are attracted to each other and are motivated to stay in the group |
Gate keeper |
a team member who keeps abreast of current developments and provides the team with relevant info |
Informing |
A team strategy that entails making decisions with the team and then informing outsiders of its intentions. |
Parading |
A team strategy that entails simultaneously emphasizing internal team building and achieving external visibility. |
Probing |
A team strategy that requires team members to interact frequently with outsiders, diagnose their needs, and experiment with solutions |
Work-flow relationships |
Emerges as materials are passed from one group to another. |
Service relationships |
Exist when top management centralizes an activity to which a large number of other units must gain access |
Advisory relationships |
Are created when teams with problems call on centralized sources of expert knowledge. |
audit relationships |
Develop when people not directly in the chain of command evaluate the methods and performances of other teams |
stabilization relationships |
this working relationship involve auditing before the fact. |
Liaison relationships |
Involve intermediaries between teams. |
Compromise |
Which style of conflict involves moderate attention to both parties' concerns |
Conflict |
process in which one party perceives that its interests are being opposed or negatively affected by another party |
Avoidance |
A method of dealing with risk by deliberately keeping away from it (e.g. if a person wanted to avoid the risk of being killed in an airplane crash, he/she might choose never to fly in a plane). |
Accommodation |
A style of dealing with conflict involving cooperation on behalf of the other party but not being assertive about one's own interests. |
Competing |
A style of dealing with conflict involving strong focus on one's own goals and little or no concern for the other person's goals |
Collaboration |
A style of dealing with conflict emphasizing both cooperation and assertiveness to maximize both parties' satisfaction. |
Superordinate goals |
Higher-level goals taking priority over specific individual or group goals |
Mediator |
A third party who intervenes to help others manage their conflict. |
Increased productivity |
Which of the following is a potential contribution of teams? |
supervisory |
At the _____ leadership level, the team leader handles most (if not all) of the leadership duties, including assigning tasks, making and explaining decisions, training team members, and managing members one-on-one. |
Clear performance goals exist. |
Under which of the following conditions can social loafing be avoided? |
Most information is "management property. |
Which of the following holds true for a traditional work environment? |
Training for nonmanagers focuses on technical skills |
Which of following is true of a traditional work environment? |
social facilitation |
Group members believe that their efforts matter and that others will not take advantage of them. |
scouting |
seeking information from managers, peers, and specialists, and investigating problems systematically |
Relating |
exhibiting social and political awareness, caring for team members, and building trust. |
They do not necessarily perform as a unit. |
Which of the following differentiates a group from a team? |
Group |
a collection of people who interact to undertake a task but do not necessarily perform as a unit or achieve significant performance improvements. |
Team |
formed of people (usually a small number) with complementary skills who trust one another and are committed to a common purpose, common performance goals, and a common approach for which they hold themselves mutually accountable |
work teams |
Teams that make or do things like manufacture, assemble, sell, or provide service. |
Project and development teams |
Teams that work on long term projects but disband once their work is completed |
Parallel teams |
Teams that operate separately from the regular work, structure, and exist temporarily. |
Management teams |
Teams that coordinate and provide direction to the subunits under their jurisdiction and integrate work among subunits. |
Transnational teams |
Work groups composed of multinational members whose activities span multiple countries. |
Virtual teams |
Teams that are physically dispersed and communicate electronically more than face-to-face. |
Self-managed teams |
are autonomous work groups in which workers are trained to do all or most of the jobs in a unit, have no immediate supervisor, and make decisions previously made by first-line supervisors. |
Traditional work groups |
have no managerial responsibilities. |
Quality circles |
are voluntary groups of people drawn from various production teams who make suggestions about quality. |
Semiautonomous work groups |
make decisions about managing and carrying out major production activities, but still get outside support for quality control and maintenance. |
Autonomous work groups |
or self-managing teams control decisions about and execution of a complete range of tasks. |
Self-designing teams |
have control over the design of the team, as well as the responsibilities of autonomous work groups. |
Forming (Stages of Team Development) |
group members attempt to lay the ground rules for what types of behavior are acceptable. |
Storming (Stages of Team Development) |
hostilities and conflict arise, and people jockey for positions of power and status |
Norming (Stages of Team Development) |
group members agree on their shared goals, and norms and closer relationships develop. |
Performing (Stages of Team Development) |
the group channels its energies into performing its task. |
Team effectiveness |
is defined by three criteria: 1. Productive output 2. satisfaction 3. committed |
Productive output |
of the team meets or exceeds standards of quantity and quality |
satisfaction |
Team members realize ______of their personal needs |
committed |
Team members remain_____to working together again |
Norms |
Shared beliefs about how people should think and behave. |
Roles |
Different sets of expectations for how different individuals should behave |
Task specialist |
An individual who has more advanced job-related skills and abilities than other group members possess. |
Team maintenance specialist |
Individual who develops and maintains team harmony. |
Social loafing |
Working less hard and being less productive when in a group. |
Social facilitation effect |
Working harder when in a group than when working alone |
Cohesiveness |
The degree to which a group is attractive to its members, members are motivated to remain in the group, and members influence one another |
Gatekeeper |
A team member who keeps abreast of current developments and provides the team with relevant information. |
Informing |
A team strategy that entails making decisions with the team and then informing outsiders of its intentions. |
Parading |
A team strategy that entails simultaneously emphasizing internal team building and achieving external visibility. |
Probing |
A team strategy that requires team members to interact frequently with outsiders, diagnose their needs, and experiment with solutions. |
Work-flow relationships |
emerge as materials are passed from one group to another |
Service relationships |
exist when top management centralizes an activity to which a large number of other units must gain access |
Advisory relationships |
created when teams with problems call on centralized sources of expert knowledge |
Audit relationships |
develop when people not directly in the chain of command evaluate the methods and performances of other teams |
Stabilization relationships |
involve auditing before the fact |
Liaison relationships |
involve intermediaries between teams |
Conflict |
is defined as a process in which one party perceives that its interests are being opposed or negatively affected by another party |
Avoidance |
A reaction to conflict that involves ignoring the problem by doing nothing at all, or deemphasizing the disagreement. |
Accommodation |
A style of dealing with conflict involving cooperation on behalf of the other party but not being assertive about one's own interests |
Compromise |
A style of dealing with conflict involving moderate attention to both parties' concerns. |
Competing |
A style of dealing with conflict involving strong focus on one's own goals and little or no concern for the other person's goals. |
Collaboration |
A style of dealing with conflict emphasizing both cooperation and assertiveness to maximize both parties' satisfaction. |
Superordinate goals |
Higher-level goals taking priority over specific individual or group goals. |
Groupthink occurs |
when a tightly knit group is so cooperative that agreeing with one another's opinions and refraining from criticizing others' ideas become norms |
Coach |
Management representative that self-managed teams sometimes report to |
Group |
A collection of people who interact to undertake a task but do not necessarily perform as a unit or achieve significant performance improvements (Ch 12, page 280) |
Team |
Formed of people (usually a small number) with complementary skills who trust one another and are committed to a common purpose, common performance goals and a common approach for which they hold themselves mutually accountable (Ch 12, page 281) |
Work Teams |
Teams that make or do things such as manufacture, assemble, sell, or provide service (Ch 12, page 282) |
Project and Development Teams |
Teams that work on long-term projects often over a period of years but disband once the work is completed (Ch 12, page 282) |
Parallel Teams |
Teams that operate separately from the regular work structure of the firm on a temporary basis (Ch 12, page 282) |
Management Teams |
Teams that coordinate and give direction to the subunits under their jurisdiction and integrate work among the subunits (Ch 12, page 282) |
Transnational Teams |
Work teams/groups composed of multniational members whose activities span multiple countries (Ch 12, page 283) |
Virtual Team |
Transnational teams tend to be virtual teams. Communicating electronically more than face-to-face, although other types of teams may operate virtually as well (Ch 12, page 283) |
Traditional work groups |
Groups that have no managerial responsibilities. The first line manager plans, organizes, staffs, directs, and controls, them, and other groups provide support activities, including quality control and maintenance (Ch 12, page 284) |
Quality Circles |
Are voluntary groups of people drawn from various production teams who make suggestions about quality but have no authority to make decisions or execute. (Ch 12, page 284) |
Semiautonomous work groups |
Make decisions about managing and carrying out major production activities bu still get outside support for quality control and maintenance (Ch 12, page 284) |
Automonous work groups |
Or, "Self-managing teams" control decisions about and execution of a complete range of tasks - acquiring raw materials and performing operations, quality control, maintenance and shipping. They are fully responsible for an entire product or an entire part of a production process (Ch 12, page 284) |
Traditional supervisory leadership level |
The team handles most of the leadership duties (Ch 12, page 284) |
Team Autonomy continuum |
LOW TEAM AUTONOMY Traditional, quality, high performance, semiautonomous, self-managing, self designing HIGH TEAM AUTONOMY (Ch 12, page 284) |
Stages of Team development |
Forming-group members attempt to lay the ground rules for what types of behavior are acceptable. Storming-hositilities and conflict arise and people jockey for positions of power and status. Norming-group members agree on their shared goals, and norms and closer relationships develop. Performing-the group channels its energies into performing a task. (Ch 12, page 284) |
Declining stage |
Groups that deteriorate (Ch 12, page 285) |
Adjourning/terminating stage |
temporary groups (Ch 12, page 285) |
Stepping up to team leadership |
Supervisory-direct, train, manage one/one, contain conflict, react to change. Participative-involve people, get input, develop individual performance, coordinate, resolve conflict, implement changes. Team Leadership-build trust and inspire teamwork, facilitate and support team decisions, expand team capabilities, create a team identity, make the most of team differences, foresee and influence change (Ch 12, page 285) |
Team effectiveness (3 criteria) |
the productive output of the team meets or exceeds the standards of quantity and quality; the teams output is acceptable. Team members realize satisfaction of their personal needs. Team members remain committed to working together again, that is, the group doesn't burn out and disintegrate after a grueling projects (Ch 12, page 288) |
Social loafing |
when individuals believe that their contributions are not important, others will do the work for them (Ch 12, page 289) |
Social Facilitation effect (Maintained) |
occurs because individuals usually are more motivated in the presence of others, are concerned with what others think of them and want to maintain a positive self-image. Maintained-know each other, observe and communicate with one another, clear performance goals exist, the task is meaningful to the people working on it, believe that their efforts matter and that others will not take advantage of them, the culture supports teamwork. (Ch 12, page 289) |
Norms |
shared beliefs about how people should think and behave (Ch 12, page 291) |
Roles 2 sets)-Task Specialist/Team Maintenance specialists |
different sets of expectations for how different individuals should behave (Ch 12 page 291) |
Task specialist |
roles are filled by individuals who hae particular job related skills and abilities (Ch 12, page 291) |
Team Maintenance specialists |
develop and maintain harmony within the team (Ch 12, page 291) |
Roles Leaders Should perform (Relating, scouting, persuading and empowering) |
Ch 12, page 291 |
Relating |
exhibiting social and political awareness, caring for team members and building trust. (Ch 12, page 291) |
Scouting |
seeking information from managers, peers, specialists and investigating problems systematically (Ch 12, page 292) |
Persuading |
influencing team members, as well as obtaining external support for teams (Ch 12, page 292) |
Empowering |
delegating authority, being flexible regarding team decisions and coaching (Ch 12, page 292) |
Cohesiveness (2 primary reasons-member satisfaction and performance) |
refers to how attractive the team is to its members and how motivated members are to remain in the team and the degree to which team members influence one another-contributes to member satisfaction and it has a major impact on performance (Ch 12, page 292) |
Outcome of cohesiveness (Task and Performance Norms) |
(Ch 12, page 292) |
Task |
If the task is to make a decision or solve a problem, cohesiveness can lead to poor performance (Ch 12, page 293) |
Performance Norms |
some groups are better than others at ensuring that their members behave the way that the group prefers. ( Ch 12, page 293; See Table 12.5 p294) |
Ways Management can build Cohesiveness |
recruit with similar attitudes, maintain high entrance and socialization standards, keep the team small, help the team succeed and publicize, be a participative leader, present a challenge from outside the team, tire rewards to team performance. (Ch 12, page 294) |
Gatekeeper |
role that expands team boundaries, a team member who stays abreast of current info in a scientific manner andin other fields and tells the group about important developments (Ch 12, page 295) |
Informing strategy |
entails making decisions with the team and then telling outsiders of the team's intentions (Ch 12, page 295) |
Parading |
the team's strategy is to simultaneously emphasize internal team building and achieve external visibility (Ch 12, page 295) |
Probing |
involves a focus on external relations and required team members to interact frequently with outsiders to diagnose the needs of customers, clients and higher ups and experiment with solutions before taking actions. (Ch 12, page 295) |
Workflow relationships |
emerge as materials are passed from one group to another (Ch 12, page 295) |
Service relationships |
exist when top management centralizes an activity to which a large number of other units must gain access (Ch 12, page 296) |
Advisory relationships |
created when teams with problems call on centralized sources of expert knowledge (Ch 12, page 296) |
Audit relationships |
develop when people not directly in the chain of command evaluate the methods and performances of other teams (Ch 12, page 296) |
Stabilization relationships |
auditing before the fact (Ch 12, page 296) |
Liason relationships |
involve intermediaries between teams (Ch 12, page 296) |
Conflict |
a process in which one party perceives that its intersts are being opposed or negatively affected by the other parties (Ch 12, page 296) |
Avoidance |
people do nothing to satisfy themselves or others. Ignore or by smoothing over (Ch 12, page 297) |
Accommodation |
cooperating on behalf of the other party but not being assertive about one's own interests (Ch 12, page 297) |
Compromise |
involves moderate attention to both parties' concerns, being neither highly cooperative nor highly assertive (Ch 12, page 297) |
Competing |
strong response in which people focus strictly on their own wishes and are unwilling to recognize the other person's concerns (Ch 12, page 297) |
Collaboration |
emphasizes both cooperation and assertiveness (Ch 12, page 297) |
Superordinate goals |
higher level organizational goals toward which everyone should be striving and that ultimately need to take precedence over personal or unit preferences (Ch 12, page 297) |
Mediation (Four stage strategy) |
Third party intervening to help settle a conflict between other people: Investigate, decide how to resolve the dispute, take action, follow-up. (Ch 12, page 298) |
Self-designing teams |
do all of that and go one step further, they also have control over the design of the team (Ch 12, page 298) |
self-managed teams |
workers are trained to do all or most of the jobs in the unity, they have no immediate supervisor and they make decisions previously made by first-line supervisors. (Ch 12, page 284) |
Contributions of Teams |
Teams can be powerfully effective as a building block for organization structure; teams also can increase productivity, improve quality, and reduce costs; Teams also can enhance speed and be powerful forces for innovation and change; Teams also provide many benefits to their members; team members can give one another feedback; identify opportunities for growth and development; and train, coach and mentor (Ch 12, page 280) |
New Team Environment |
The words group and team are often used interchangeable; teams are used in many different ways, and to far greater effect than in the past (Ch 12, page 281) |
Comparing Traditional and New Team Environments |
(See Ch 12, page 282, Exhibit 12.1) |
Organizations have different types of teams |
work teams; project and development teams; parallel teams; management teams; transnational teams; virtual teams (Ch 12, pages 282, 283) |
Self Managed Teams Empower Employees |
Many different types of work teams exist today, with many different labels; to the LEFT: teams are more traditional with little decision making authority, being under the control of direct supervision; to the RIGHT: the teams have more autonomy, decision-making ower, and self-direction. (Ch 12, page 284) |
How Groups Become Real Teams |
Group activities shift as the group matures; over time, groups enter critical periods; some groups develop into teams (Ch 12, page 285) |
Why do Groups sometimes fail? |
Ineffective communication can occur between team members, or between the leader and members of the team; another common barrier is when the team lacks a charter, vision, or goals, final barrier can occur if team members do not trust each other or their team leader; to be successful, you must apply clear thinking and appropriate practices (Ch 12, page 287) |
Building Effective Teams |
Team effectiveness is defined by 3 criteria: 1. The productive output of the team meets or exceeds the standards of quality and quantity; the team's output is ascceptable to the customers, inside or outside the organization, who receive the team's goods or services; 2. Team members realize satisfaction of their personal needs; 3. Team members remain committed to working together again; that is, the group doesn't burn out and disintegrate after a grueling project. |
Effective Teams Focus on Performance |
The key element of effective teamwork is commitment to a common purpose; the best teams are those that have been given an important performance challenge by management and then have reached a common understand and appreciate their purpose; The best team-based measurement systems inform top manage of the team's level of performance and help the team understand its own processes and gauge its own progress. (Ch 12, pages 288-289) |
Managers Motivate Effective Teamwork |
A social facilitation effective is maintained and a social loafing effect can be avoided, under the following conditions: 1. Group members know each other; 2. They can observe and communicate with one another; 3. Clear performance goals exist; 4. The task is meaningful to the people working on it; 5. Group members believe that their efforts matter and that others will not take advantage of them; 6. The culture supports teamwork Team effort is also generated by designing the team's task to be motivating (Ch 12, page 289) |
Effective Teams have Skilled Members |
Team members should be selected and trained so that they become effective contributors to the team. Generally the skills required by teams include technical or functional expertise, problem-solving and decision-making skills, and interpersonal skills. It is vitally important that all three types of skills be represented and developed among team members. (Ch 12, page 290-291) |
Norms Shape Team Behavior |
Norms can be positive or negative; some groups develop norms of taking risks, others of being conservative; norms are important and can vary greatly from one group to another (Ch 12, page 291) |
Team Members Must Fill Important Roles |
Although norms apply generally to all team members, different ROLES, exist for different members WITHIN the norm structure. Two important sets of roles must be performed. 1. Task Specialist: roles are filled by individuals who have particular job related skills and abilities; these employees keep the team moving toward accomplishment of the objectives; 2. Team Maintenance Specialists: develop and maintain harmony within the team. They boost morale, give support, provide humor, soothe hurt feelings, and generally exhibit a concern with members' well being (Ch 12, page 291) |
What Roles Should Leaders perform? |
1. Relating: exhibiting social and political awareness, caring for team members, and building trust. 2. Scouting: seeking information from managers, peers, and specialists, and investigating problems systematically; 3. Persuading: influencing team members, as well as obtaining external support for teams; 4. Empowering: delegating authority, being flexible regarding team decisions, and coaching. (Ch 12, page 292) |
Coach |
Self managed teams report to a management representative who sometimes is called the coach. In true self managed teams, the coach is not an actual member of the team. The role of the coach is to help the team understand its role in the organization and to serve as a resource for the team. (Ch 12, page 292) |
Cohesiveness Affects Team Performance |
One of the most important properties of a team is cohesiveness. It is important for two primary reasons: 1. It contributes to member satisfaction. In a cohesive team, members communicate and get along well with one another. They feel good about being a part of the team. Even if their jobs are unfulfilling or the organization is oppressive, people gain some satisfaction from enjoying their coworkers; 2. It has a major impact on performance. When teams are winning, players talk about the team being close, getting along well, and knowing one another's games. In contrast, losing is attributed to infighting and divisiveness. The ultimate outcome depends on two things: the task; the performance norms. (Ch 12, page 292) |
Managers can Build Cohesiveness and High performance Norms |
Managers should build teams that are cohesive and have high performance norms. The following actions can help create such teams: 1. Recruit members with similar attitudes, values, and backgrounds; 2. Maintain high entrance and socialization standards; 3. Keep the team small; 4. Help the team succeed, and publicize its successes; 5. Be a participative leader; 6. Present a challenge from outside the team; 7. Tie rewards to team performance. (Ch 12, pages 294-295) |
Managing Lateral Relationships |
Teams do not function in a vacuum; they are interdependent with other teams. Some Team Members should manage outward. (Ch 12, page 295) |
Team Strategies |
1. The INFORMING strategy entails making decisions with the team and then telling outsiders of the team's intentions; 2. PARADING means the team's strategy is to simultaneously emphasize internal team building and achieve external visibility; 3. PROBING involves a focus on external relations. This strategy requires team members to interact frequently with outsiders; diagnose the needs of customers, clients, and higher-ups; and experiment with solutions before taking action. TEAMS THAT ARE LESS DEPENDENT ON OUTSIDE GROUP: informing or parading strategies may be more effective for teams that are less dependent on outside groups, for example, established teams working on routine tasks in stable external environment. (Ch 12, page 295) |
Some Relationships Help Teams Coordinate with Others in the Organization |
Different types of lateral role relationships and take a strategic approach to building constructive relationships. As teams carry out their roles, several distinct patterns of working relationships develop: 1. Work Flow Relationships emerge as materials are passed from one group to another; 2. Service relationships exist when top management centralizes an activity to which a large number of other units must gain access; 3. Advisory Relationships are created when teams with problems call on centralized sources of expert knowledge; 4. Audit relationships develop when people not directly in the chain of command evaluate the methods and performances of other teams; 5. Stabilization Relationships involving auditing before the fact; 6. Liaison relationships involve intermediaries between teams. (Ch 12, page 296) |
Work Flow Relationships |
Emerge as materials are passed from one group to another; (Ch 12, page 296) |
Service relationships |
Exist when top management centralizes an activity to which a large number of other units must gain access (Ch 12, 296) |
Advisory Relationships |
Created when teams with problems call on centralized sources of expert knowledge (Ch 12, page 296) |
Audit relationships |
Develop when people not directly in the chain of command evaluate the methods and performances of other teams (Ch 12, page 296) |
Stabilization Relationships |
Involving auditing before the fact (Ch 12, page 296) |
Liaison relationships |
Involve intermediaries between teams. (Ch 12, page 296) |
Conflict |
Conflicts arise both within and among teams. Many factors cause great potential for destructive conflict: 1. the sheer number and variety of contacts; 2. ambiguities in jurisdiction and responsibility; 3. differences in goals; 4. intergroup competition for scarce resources; 5. different perspectives held by members of different units; 6. varying time horizons in which some units attend to long-term considerations and others focus on short term needs and others. |
Conflict Management Techniques |
People believe they have benefited from a conflict when they see the following outcomes: 1. A new solution is implemented, the problem is solved, and it is unlikely to emerge again; 2. Work relationships have been strengthened, and people believe they can work together productively in the future. (Ch 12, pages 296-298) |
Mediating Conflict |
Managers typically follow a 4 stage strategy: 1. Investigate; 2. Decide how to resolve the dispute; 3. Take action; 4. Follow up (Ch 12, page 298) |