Case Study

rockstar2345

06_lang_OB_8e_pp_ch06.pptx

Home >Business & Finance homework help >Management homework help >Case Study

Organizational Behaviour: Concepts, Controversies, Applications

Eighth Canadian Edition

Chapter 6

Groups and Teamwork

6 - ‹#›

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) MathType Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

Chapter Outline (1 of 2)

Teams vs. Groups: What Is the Difference?

Why Have Teams Become So Popular?

Types of Teams

From Individual to Team Member

Roles

Norms

Stages of Group and Team Development

The Five-Stage Model

The Punctuated-Equilibrium Model

6 - ‹#›

Material pertinent to this discussion is found under “SnapShot Summary” at the end of the chapter.

Chapter Outline (2 of 2)

Creating Effective Teams

Context

Composition

Process

Beware! Teams Are Not Always the Answer

6 - ‹#›

Material pertinent to this discussion is found under “SnapShot Summary” at the end of the chapter.

Learning Outcomes (1 of 2)

Define group and team, and identify the different types of teams.

Analyze the growing popularity of teams in organizations.

Contrast the five types of teams.

Show how role requirements change in different situations.

Demonstrate how norms exert influence on an individual’s behaviour.

6 - ‹#›

Material pertinent to this discussion is found at the beginning of the chapter.

Learning Outcomes (2 of 2)

Identify the five stages of group development.

Identify the characteristics of effective teams.

Explain the implications of diversity for group effectiveness.

Show how group size affects group performance.

Decide when to use individuals instead of teams.

6 - ‹#›

Material pertinent to this discussion is found at the beginning of the chapter.

Teams vs. Groups: What Is the Difference?

Groups

Two or more people with a common relationship.

Teams

A small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.

6 - ‹#›

LO1; Material pertinent to this discussion is found under “Teams vs. Groups: What Is the Difference.”

Why Have Teams Become So Popular?

It’s a better way to use employee talents

Teams are more flexible and responsive to changing events

Teams have the capability to quickly assemble, deploy, refocus, and disband

Can be more motivational, allow for greater task identity

Teams typically outperform individuals if tasks require multiple skills, judgment, experience

6 - ‹#›

LO2; Material pertinent to this discussion is found under “Why Have Teams Become So Popular?”

A Conference Board of Canada report found that over 80 percent of its 109 respondents used teams in the workplace. This is similar to the United States where 80 percent of Fortune 500 companies have half or more of their employees on teams. And 68 percent of small US manufacturers are using teams in their production areas.

Teams are an effective means for management to democratize their organizations and increase employee motivation.

Types of Teams (1 of 2)

Problem-Solving (Process-Improvement) Teams

Groups of 5 to 12 employees from the same department

Meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment.

Self-Managed (Self-Directed) Teams

Groups of 10 to 15 people

Take on responsibilities of their managers

Planning, scheduling work, assigning tasks, taking action on problems etc.

6 - ‹#›

LO3; Material pertinent to this discussion is found under “Types of Teams.”

Types of Teams (2 of 2)

Cross-Functional Teams

Employees from about the same hierarchical level, but from different work areas, who come together to accomplish a task.

Virtual Teams

Use computer technology to tie together physically dispersed members in order to achieve a common goal.

6 - ‹#›

LO3; Material pertinent to this discussion is found under “Types of Teams.”

Cross-functional teams are an effective way to allow people from diverse areas within an organization to exchange information, develop new ideas, solve problems, and coordinate complex projects. It takes time to build trust and teamwork, especially among people from different backgrounds, with different experiences and perspectives. Task forces and committees are common examples of cross-functional teams.

Virtual teams allow people to collaborate online—using communication links like wide-area networks, video conferencing, and email—whether they're only a room away or continents apart.

Four Types of Teams

6 - ‹#›

LO3; Material pertinent to this discussion is found under “Types of Teams.”

Multiteam Systems

Multiteam system: A collection of two or more interdependent teams that share a superordinate goal; a team of teams

As tasks become more complex, teams often become bigger

Larger teams require higher coordination efforts

To solve this problem, organizations employ multiteam systems

6 - ‹#›

LO3; Material pertinent to this discussion is found under “Types of Teams.”

From Individual to Team Member – Roles (1 of 2)

Roles

a set of expected behaviour patterns associated with someone occupying a given position in a social unit.

Role Expectations

How others believe a person should act in a given situation.

Role Conflict

A situation in which an individual is confronted by divergent role expectations.

6 - ‹#›

LO4; Material pertinent to this discussion is found under “From Individual to Team Member.”

From Individual to Team Member – Roles (2 of 2)

Role Ambiguity

A person is unclear about his or her role.

Role Overload

Too much is expected of someone.

Role Underload

Too little is expected of someone

That person feels that they are not contributing

6 - ‹#›

LO4; Material pertinent to this discussion is found under “From Individual to Team Member.”

From Individual to Team Member—Norms

Norms: Acceptable standards of behaviour within a group that are shared by the group’s members

What norms cover:

Performance: work ethic, work quality, levels of tardiness

Appearance: personal dress, when to look busy, when to “goof off,” how to show loyalty

Social arrangement: how team members interact

Allocation of resources: pay, assignments, tools & equipment

6 - ‹#›

LO5; Material pertinent to this discussion is found under “From Individual to Team Member.”

How Norms Develop

Explicit statements made by a group member

Critical events in the group’s history

Primacy: initial patterns of behaviour

Carry-over behaviours from past situations

6 - ‹#›

LO5; Material pertinent to this discussion is found under “From Individual to Team Member.”

Explicit statements made by a group member: Often instructions from the group’s supervisor or a powerful member. The group leader might, for instance, specifically say that no personal phone calls are allowed during working hours or that coffee breaks must be no longer than 10 minutes.

Critical events in the group’s history: These set important precedents. A bystander is injured while standing too close to a machine and, from that point on, members of the work group regularly monitor each other to ensure that no one other than the operator gets within two metres of any machine.

Primacy: The first behaviour pattern that emerges in a group frequently sets group expectations. Groups of students who are friends often stake out seats near each other on the first day of class and become upset if outsiders take “their” seats in a later class.

Carry-over behaviours from past situations: Group members bring expectations with them from other groups of which they have been members. This can explain why work groups typically prefer to add new members who are similar to current ones in background and experience. This is likely to increase the probability that the expectations they bring are consistent with those already held by the group.

Why Norms Are Enforced

Facilitates group’s survival

Makes behaviour predictable

Minimizes embarrassment

Expresses central values and clarifies the group’s identity

6 - ‹#›

LO5; Material pertinent to this discussion is found under “From Individual to Team Member.”

A norm is enforced if:

It facilitates the group’s survival. Groups don’t like to fail, so they seek to enforce those norms that increase their chances for success. This means that they’ll try to protect themselves from interference from other groups or individuals.

It increases the predictability of group members’ behaviours. Norms that increase predictability enable group members to anticipate each other’s actions and to prepare appropriate responses.

It reduces embarrassing interpersonal problems for group members. Norms are important if they ensure the satisfaction of their members and prevent as much interpersonal discomfort as possible.

It allows members to express the central values of the group and clarify what is distinctive about the group’s identity. Norms that encourage expression of the group’s values and distinctive identity help to solidify and maintain the group.

From Individual to Team Member—Conformity

Desire acceptance by the group

Adjusting one’s behaviour to align with the norms of the group

6 - ‹#›

LO5; Material pertinent to this discussion is found under “From Individual to Team Member.”

Stages of Group and Team Development

Stage 1: Forming

Characterized by uncertainty and anxiety

Stage 2: Storming

Characterized by intra-group conflict

Stage 3: Norming

Characterized by close relationships and cohesiveness

Stage 4: Performing

Achieved when the group is fully functional

Stage 5: Adjourning

Concern with wrapping up activities rather than task performance for temporary groups

6 - ‹#›

LO6; Material pertinent to this discussion is found under “Stages of Group and Team Development.”

Forming is characterized by a great deal of uncertainty about the group’s purpose, structure, and leadership. Members are “testing the waters” to determine what types of behaviour are acceptable. This stage is complete when members have begun to think of themselves as part of a group.

The storming stage is one of intra-group conflict. Members accept the existence of the group, but resist the constraints that the group imposes on individuality. When this stage is complete, a relatively clear hierarchy of leadership will emerge within the group.

In the third stage, norming, close relationships develop and the group demonstrates cohesiveness. There is now a strong sense of group identity and camaraderie. This norming stage is complete when the group structure solidifies and the group has assimilated a common set of expectations of what defines correct member behaviour.

The fourth stage, when significant task progress is being made, is called performing. The structure at this point is fully functional and accepted. Group energy has moved from getting to know and understand each other to performing the task at hand.

For permanent work groups, performing is the last stage in their development. However, for temporary committees, teams, task forces, and similar groups that have a limited task to perform, there is an adjourning stage. In this stage, the group prepares for its disbandment.

Stages of Group Development and Accompanying Issues

6 - ‹#›

LO6; Material pertinent to this discussion is found under “Stages of Group and Team Development.”

Putting the Five-Stage Model into Perspective

Groups do not necessarily progress clearly through the stages one at a time.

Groups can sometimes go back to an earlier stage.

Conflict can sometimes be helpful to the group.

Context can matter: airline pilots can immediately reach performing stage.

6 - ‹#›

LO6; Material pertinent to this discussion is found under “Stages of Group and Team Development.”

The Punctuated-Equilibrium Model (1 of 2)

Phase 1

The first meeting sets the group’s direction.

The first phase of group activity is one of inertia.

Transition

A transition takes place at the end of the first phase, which occurs exactly when the group has used up half its allotted time.

The transition initiates major changes.

Phase 2

A second phase of inertia follows the transition.

Last meeting is characterized by markedly accelerated activity.

6 - ‹#›

LO6; Material pertinent to this discussion is found under “Stages of Group and Team Development.”

Studies confirm that groups do not develop in a universal sequence of stages; however, the timing of when groups form and change the way they work is highly consistent. The first meeting sets the group's direction, the first phase of group activity is one of inertia, then a transition takes place which initiates major changes, then a second phase of inertia follows the transition, and finally the group's last meeting is characterized by markedly accelerated activity. The punctuated-equilibrium model characterizes groups as exhibiting long periods of inertia interspersed with brief revolutionary changes triggered primarily by their members' awareness of time and deadlines.

The Punctuated-Equilibrium Model (2 of 2)

6 - ‹#›

LO6; Material pertinent to this discussion is found under “Stages of Group and Team Development.”

The Punctuated-Equilibrium Model. In summary:

(1) The first meeting sets the group’s direction.

(2) The first phase of group activity is one of inertia.

(3) A transition takes place at the end of the first phase, which occurs exactly when the group has used up half its allotted time.

(4) The transition initiates major changes.

(5) A second phase of inertia follows the transition.

(6) The group’s last meeting is characterized by markedly accelerated activity.

Characteristics of an Effective Team (1 of 3)

Clear purpose

Informality

Participation

Listening

Civilized disagreement

Consensus decisions

Open communication

Clear rules and work assignments

Shared leadership

External relations

Style diversity

Self-assessment

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

1. Clear purpose: The vision, mission, goal, or task of the team has been defined and is now accepted by everyone. There is an action plan.

2. Informality: The climate tends to be informal, comfortable, and relaxed. There are no obvious tensions or signs of boredom.

3. Participation: There is much discussion, and everyone is encouraged to participate.

4. Listening: The members use effective listening techniques such as questioning, paraphrasing, and summarizing to get out ideas.

5. Civilized disagreement: There is disagreement, but the team is comfortable with this and shows no signs of avoiding, smoothing over, or suppressing conflict.

6. Consensus decisions: For important decisions, the goal is substantial but not necessarily unanimous agreement through open discussion of everyone’s ideas, avoidance of formal voting, or easy compromises.

7. Open communication: Team members feel free to express their feelings on the tasks as well as on the group’s operation. There are few hidden agendas. Communication takes place outside of meetings.

8. Clear rules and work assignments: There are clear expectations about the roles played by each team member. When action is taken, clear assignments are made, accepted, and carried out. Work is distributed among team members.

9. Shared leadership: While the team has a formal leader, leadership functions shift from time to time depending on the circumstances, the needs of the group, and the skills of the members. The formal leader models the appropriate behaviour and helps establish positive norms.

10. External relations: The team spends time developing key outside relationships, mobilizing resources, and building credibility with important players in other parts of the organization.

11. Style diversity: The team has a broad spectrum of team-player types including members who emphasize attention to task, goal setting, focus on process, and questions about how the team is functioning.

12. Self-assessment: Periodically, the team stops to examine how well it is functioning and what may be interfering with its effectiveness.

Characteristics of an Effective Team (2 of 3)

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Characteristics of an Effective Team (3 of 3)

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

A Model of Team Effectiveness

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Creating Effective Teams – Context

Adequate Resources

Leadership and Structure

Climate of Trust

Performance Evaluation and Rewards

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Creating Effective Teams – Composition

Skills

Personality of members

Allocation of roles

Diversity of members

Size of the team

Members’ preference for teamwork

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Note: This is an introductory slide, future slides provide speaking notes for these topics.

Skills

Teams need the following skills to perform effectively:

Technical expertise

Problem-solving and decision-making skills

Interpersonal skills

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Teamwork Skills

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Personality of Members

Team members should be selected based on personalities and preferences

According to research on the subject:

Teams under-perform when there are one or more highly disagreeable members

Conscientious people help teams perform

they sense when support is needed and back members up

Open team members communicate better

which leads to more creativity and innovation

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Allocation of Roles

Task-oriented roles

These group members ensure that the tasks are accomplished.

Maintenance roles

These group members maintain good relations within the group.

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Key Roles of Teams

6 - ‹#›

LO7; Material pertinent to this discussion is found under “Creating Effective Teams.”

Diversity of Members (1 of 2)

Individuals can be different not only in functional characteristics (jobs, positions, or work experiences) but also in demographic or cultural characteristics (age, race, gender, citizenship, etc.)

Diversity in function and expertise are positively related to group performance, but these effects are quite small and depend on the situation

6 - ‹#›

LO8; Material pertinent to this discussion is found under “Creating Effective Teams.”

Diversity of Members (2 of 2)

Organizational demography: the degree to which members of a work unit share a common demographic attribute, such as age, gender, race, educational level, or length of service in an organization

This impacts turnover (people leaving by choice, or being forced out)

6 - ‹#›

LO8; Material pertinent to this discussion is found under “Creating Effective Teams.”

Turnover is greater among those with dissimilar experiences because communication is more difficult and conflict more likely.

Increased conflict makes membership less attractive, so employees are more likely to quit.

Size of the Team

Research shows that:

Smaller groups are faster at completing tasks

When problem solving, larger groups do better

Social loafing

The tendency for individuals to expend less effort when working collectively than when working individually

How can we reduce social loafing?

Teams should not be larger than necessary

Individuals should be held accountable for their actions

6 - ‹#›

LO9; Material pertinent to this discussion is found under “Creating Effective Teams.”

Members’ Preference for Teamwork

Team members who would prefer to work on their own threaten the team’s morale.

High-performing teams are likely to be composed of people who prefer working as part of a team.

6 - ‹#›

LO9; Material pertinent to this discussion is found under “Creating Effective Teams.”

Creating Effective Teams – Process

Common Plan and Purpose

Specific Goals

Team Efficacy

Mental Models

Managed Level of Conflict

Accountability

6 - ‹#›

LO9; Material pertinent to this discussion is found under “Creating Effective Teams.”

Note: This is an introductory slide to these concepts. Further slides provide speaking notes for more detail.

Effects of Group Processes

6 - ‹#›

LO9; Material pertinent to this discussion is found under “Creating Effective Teams.”

Beware! Teams Are Not Always the Answer

Teams work best when the answer to the following questions is yes:

Can the work be done better by more than one person?

Does work create a common purpose or set of goals for the people in the group that is more than the sum of individual goals?

Are members of the group interdependent?

6 - ‹#›

LO10; Material pertinent to this discussion is found under “Beware! Teams Are Not Always the Answer.”

Global Implications

Extent of teamwork

Self-managed teams

Team cultural diversity and team performance

Group cohesiveness

6 - ‹#›

LO10; Material pertinent to this discussion is found under “Beware! Teams Aren’t Always the Answer.”

Summary

A good team will achieve balance between individudal needs and team needs.

To create effective teams, members should be rewarded for engaging in team behaviour rather than individual behaviour.

Teams should not be created for tasks that could be better done by individuals.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

OB at Work: For Review (1 of 2)

Define group and team. What are the different types of teams?

How do you explain the growing popularity of teams in organizations?

What are the five types of teams?

Do role requirements change in different situations? If so, how?

How do group norms influence an individual’s behaviour? Contrast virtual and face-to-face teams.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

OB at Work: For Review (2 of 2)

What are the five stages of group development?

What characteristics contribute to the effectiveness of a team?

What are the implications of diversity for group effectiveness?

How does group size affect group performance?

When is work performed by individuals preferred over work performed by teams?

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

OB at Work: For Managers (1 of 2)

Effective teams have common characteristics. They have adequate resources, effective leadership, a climate of trust, and a performance evaluation and reward system that reflects team contributions. These teams have individuals with technical expertise as well as problem-solving, decision-making, and interpersonal skills and the right traits, especially conscientiousness and openness.

Effective teams also tend to be small—with fewer than 10 people, preferably of diverse backgrounds. They have members who fill role demands and who prefer to be part of a group. The work that members do provides freedom and autonomy, the opportunity to use different skills and talents, and the ability to complete a whole and identifiable task or product. It also has a substantial impact on others.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

OB at Work: For Managers (2 of 2)

Effective teams have members who believe in the team’s capabilities and are committed to a common plan and purpose, have an accurate shared mental model of what is to be accomplished, share specific team goals, maintain a manageable level of conflict, and show a minimal degree of social loafing.

Because individualistic organizations and societies attract and reward individual accomplishments, it can be difficult to create team players in these environments. Try to select individuals who have the interpersonal skills to be effective team players, provide training to develop teamwork skills, and reward individuals for cooperative efforts.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

Breakout Group Exercises

Form small groups to discuss the following topics.

One of the members of your team continually arrives late for meetings and does not turn drafts of assignments in on time. In general this group member is engaging in social loafing. What can the members of your group do to reduce social loafing?

Consider a team with which you’ve worked. Was there more emphasis on task-oriented or maintenance-oriented roles? What impact did this have on the group’s performance?

Identify 4 or 5 norms that a team could put into place near the beginning of its life that might help the team function better over time.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

Paper Tower Exercise

Step 1 (10 minutes): Each group will receive 20 index cards, 12 paper clips, and 2 marking pens (1 red, 1 green). Using these materials you will build a paper tower that will be judged on: height, stability, and beauty. Plan your construction. No building allowed.

Step 2 (15 minutes): Construct the tower. Be sure to put your group number somewhere on the tower.

Step 3 (5 minutes): Towers will be delivered to the front of the room, where they will be judged by the class.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

Use this slide to briefly describe the exercise to the class.

Paper Tower Questions

Step 4: In small groups, discuss the following questions:

What percent of the plan did each member of group contribute, on average?

Did your group have a leader? Why or why not?

How did the group respond to ideas during the planning stage?

To what extent did you follow the five-step model of group development?

List specific behaviours exhibited during the planning and building sessions. Explain.

List dysfunctional behaviours exhibited during the planning and building sessions? Explain.

6 - ‹#›

Material pertinent to this discussion is found at the end of the chapter.

These are the debriefing questions to use after the towers are built.