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KiniOB3e_C08_Final.pptxCHAPTER 8
Groups and Teams
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After reading this chapter you should be able to:
8.1 Describe the key characteristics of groups and differentiate them from those of teams.
8.2 Explain the group development process.
8.3 Apply your knowledge of teams to increase your value as an employee and a team player.
8.4 Build and repair trust.
8.5 Illustrate your ability to foster team effectiveness.
8.6 Describe the Implications of groups and teams for you and managers.
© McGraw Hill
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Groups
Two or more freely interacting individuals who share norms and goals and have a common identity.
Formal or informal; can overlap.
Formal Groups.
Assigned by organization to accomplish specific goals.
Fulfill two basic functions:
Organizational functions.
Individual functions.
Informal Groups.
Overriding purpose for meeting is friendship or common interest.
© McGraw Hill
Group: two or more freely interacting people with shared norms, goals and a common identity.
The size of a group is limited by the potential for mutual interaction and mutual awareness.
People form groups for many reasons, including the fact that groups usually accomplish more than individuals.
Formal group: assigned by organizations or their managers to accomplish specific goals.
Example: Insurance claims department.
Informal group: the members’ overriding purpose of getting together is friendship or a common interest.
Example: Social club at the university.
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Group Roles and Norms 1
Group roles are expected behaviors for members of the group as a whole.
While people often play multiple roles, two types of roles are especially noteworthy.
| Task Roles, Keeping the group on track. | Maintenance Roles, Keeping the group together. |
| Initiator | Encourager |
| Information seeker, giver | Harmonizer |
| Opinion seeker, giver | Compromiser |
| Elaborator | Gate Keeper |
| Coordinator | Standard setter |
| Orienter | Commentator |
| Evaluator | Follower |
| Energizer | |
| Procedural Technician | |
| Recorder |
© McGraw Hill
Roles: a set of expected behaviors for a given position.
Group role: set of expected behaviors for members of the group as a whole.
Table 8.2 describes the two types of roles that are particularly important.
Task roles: enable the work group to define, clarify, and pursue a common purpose.
Example: Evaluator.
Maintenance roles: foster supportive and constructive interpersonal relationships.
Example: Harmonizer.
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Group Roles and Norms 2
Norms are the attitudes, opinions, feelings, or actions shared by two or more people that guide behavior.
Roles.
At the individual level.
Pertain to a specific job or situation.
Norms.
Shared phenomena
Apply to group, team, or organization
© McGraw Hill
Norm: shared attitudes, opinions, feelings, or actions that guide social behavior.
Norms help create order and allow groups to function more efficiently.
Norms are typically unwritten and seldom discussed openly, but they have a powerful influence on group and organizational behavior.
Another way to think about roles and norms is as peer pressure, which is simply the influence of the group on the individual, and the expectations of associated roles and norms are the means of this influence.
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Group Norms
Norms are reinforced for many purposes.
Group or organization survival.
Clarification of behavioral expectations.
Avoidance of embarrassment.
Clarification of central values or unique identity.
Creation of norms.
Can emerge on their own.
Can be purposefully created.
© McGraw Hill
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Test Your OB Knowledge 1
Jeannie belongs to a formal work group with established norms. All the following would be considered norms for her group EXCEPT:
meetings always start on time.
meetings are limited to two hours.
Jeannie’s boss always mediates conflict through reconciliation or humor.
members take turns bringing snacks.
no cell phones are allowed during the meeting.
© McGraw Hill
The answer is C, Jeannie’s boss always mediates conflict through reconciliation or humor.
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Groups Develop in Stages 1
Stage 1: Forming.
“Ice-breaking” stage.
Group members uncertain about their role.
Mutual trust is low.
Good deal of holding back to see who is in charge.
Conflict is beneficial and leads to increased creativity.
Stage 2: Forming.
Time of testing.
Testing leader’s policies and assumptions and how they fit into the power structure.
Subgroups take shape.
Subtle forms of rebellion occur.
© McGraw Hill
Groups and teams go through a development process.
Some groups go through a specific series of stages.
Other groups progress in a stable manner for a while, but then respond to an event by radically changing their approach.
Two models of group development are Tuckman’s five-stage theory of group development and punctuated equilibrium.
Tuckman's Five-Stage Model of Group Development:
Tuckman’s five-stage theory of group development presented in Figure 8-3 is one oft-cited model of the group stages.
The stages are not necessarily of the same duration or intensity for each group, and they may be impacted by the goal clarity and the commitment and maturity of the members.
Stage 1: Forming.
In this ice-breaking stage, group members tend to be uncertain and anxious about such things as their roles, who is in charge, and the group’s goals.
Mutual trust is low, and there is a good deal of holding back to see who takes charge and how.
Stage 2: Storming.
Individuals test the leader’s policies and assumptions as they try to determine how they fit into the power structure.
Subgroups take shape, and subtle forms of resistance occur.
Many groups stall in Stage 2 because power and politics erupt into open rebellion.
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Groups Develop in Stages 2
Stage 3: Norming.
Group more cohesive.
Less conflict with increasing team member interactions and interdependence of work tasks.
Stage 4: Performing.
Activity focused on problem solving.
Work done without hampering others.
Climate of open communication and cooperation.
Great deal of helping behavior.
Stage 5: Adjourning
Work completed, group moves on to other activities.
Opportunity for leaders to emphasize valuable lessons learned.
© McGraw Hill
Stage 3: Norming.
Groups making it this far usually do so thanks to a respected member, other than the leader, challenging the group to resolve its power struggles so something can be accomplished.
A feeling of team spirit is sometimes experienced during this stage because members believe they have found their proper roles.
By-product of this stage is group cohesiveness: a “we feeling” binding group members together.
Stage 4: Performing.
Activity is focused on solving task problems.
There is a climate of open communication, strong cooperation, and lots of helping behavior.
Conflicts and job boundary disputes are handled constructively and efficiently.
Stage 5: Adjourning.
The work is done so it is time to move on to other things.
Return to independence can be eased by rituals celebrating “the end” and “new beginnings” through parties, award ceremonies, graduations, etc.
Leaders need to emphasize valuable lessons learned during the adjourning stage.
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Test Your OB Knowledge 2
Franco is part of a group which must resolve a quality control issue at his company. Franco is worried about what the group expects from him, and is not sure who is in charge. What stage of group development is the group likely in at this time?
Forming.
Storming.
Norming.
Performing.
Adjourning.
© McGraw Hill
The answer is A, forming. During forming, group members tend to be uncertain about their roles and who is in charge.
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Teams: The Power of Common Purpose
What is a team?
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
© McGraw Hill
Team: a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves collectively accountable.
Teams are a central component of the Organizing Framework and a cornerstone of work life.
Practically all employees need to develop their skills related to building effective teams, and leaders need to be able to cultivate the level of trust necessary to foster constructive teamwork.
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How Are Teams Different from Groups?
A group becomes a team when:
Leadership becomes a shared activity.
Accountability shifts from strictly individual to both individual and collective.
The group develops its own purpose or mission.
Problem solving becomes a way of life, not a part-time activity.
Effectiveness is measured by the group’s collective outcomes and products.
© McGraw Hill
It is a mistake to use the terms “group” and “team” interchangeably; a group becomes a team when the following criteria are met:
Leadership becomes a shared activity.
Accountability shifts from strictly individual to both individual and collective.
The group develops its own purpose or mission.
Problem solving becomes a way of life, not a part-time activity.
Effectiveness is measured by the group’s collective outcomes and products.
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Team Players Versus Free Riders
Team Players.
Are:
Committed.
Collaborative.
Competent.
They:
Contribute to the work.
Constructively interact with team members.
Keep team on track.
Expect quality work.
Possess relevant knowledge, skills, and abilities (KSAs) for team’s responsibilities.
Free Riders.
Social loafing leads to:
Lower quality work.
Others being forced to work harder.
Disruption for the team.
Counter social loafing by:
Limiting group size.
Assuring equity of effort.
Holding people accountable.
© McGraw Hill
Social loafing: tendency for individual effort to decline as group size increases.
Social loafers, also referred to as free riders, produce not only low-quality work, which causes others to work harder to compensate, but they also often distract or disrupt the work of other team members.
To reduce loafing, managers should limit group size, assure equity of effort, and hold people accountable.
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Team Types 1
Teams can be differentiated by purpose, duration, and level of member commitment.
Work teams.
Well-defined purpose, typically permanent, and usually require full commitment from members.
Project teams.
Assembled to address specific problem, task, or project.
Usually exist for duration to compete purpose.
Members usually divide time between primary job and various project teams.
© McGraw Hill
Types of teams differ with respect to the purpose of the team, the duration of the team's existence, and the level of member commitment.
Work teams have a well-defined and common purpose, are more or less permanent, and require complete commitment of their members.
Project teams are assembled to tackle a particular problem, task, or project, and their duration can vary from one meeting to many years.
Members of project teams most often divide their time between the team and their primary jobs and responsibilities.
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Team Types 2
Self-managed teams.
Groups of workers who are given administrative oversight for their task domains such as planning, scheduling, monitoring, and staffing.
Involves a revolutionary change in management philosophy, structure, staffing and training practices as well as reward systems.
Cross-functional teams.
Occurs when specialists from different areas are put on the same team.
Virtual teams.
Teams that work together over time and distance via electronic media to combine effort and achieve common goals.
© McGraw Hill
Cross-functional teams are created with members from different disciplines within an organization, such as finance, operations, and R&D.
Cross-functional teams can be used for any purpose. They can be work or project teams, and they may have a short or indefinite duration.
New-product development is an area in which many organizations utilize cross-functional teams.
Self-managed teams are groups of workers granted administrative oversight for their task domains.
Administrative oversight involves delegated activities such as planning, scheduling, monitoring, and staffing.
Accountability is maintained indirectly by outside managers, and leaders and leadership responsibilities often are shared.
Revolutionary changes in management philosophy, structure, staffing and training practices, and reward systems are needed for self-managed teams to be successful.
Virtual teams work together over time and distance via electronic media to combine effort and achieve common goals.
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Pros and Cons of Virtual Teams
Pros.
Reduced real estate costs.
Ability to leverage diverse KSAs over geography and time.
Ability to share knowledge of diverse markets.
Reduced commuting and travel expenses.
Reduced work–life conflicts
Ability to attract and retain talent.
Cons.
Difficult to establish cohesion, work satisfaction, trust, cooperative behavior, and commitment to team goals.
Cultural differences.
Differences in local laws and customs.
Lack of nonverbal cues.
Lack of collegiality.
© McGraw Hill
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Best Uses of Virtual Teams
Reduced real estate costs.
Enable organizations to leverage diverse knowledge, skills, and experience across geography and time.
Reduce work-life conflicts for employees.
Easier to attract and retain employees.
© McGraw Hill
Virtual teams work together over time and distance via electronic media to combine effort and achieve common goals.
Virtual teams and distributed workers present many potential benefits: reduced real estate costs; ability to leverage diverse knowledge, skills, and experience across geography and time; ability to share knowledge of diverse markets; and reduced commuting and travel expenses.
It is more difficult for virtual teams than for face-to-face teams to establish team cohesion, work satisfaction, trust, cooperative behavior, and commitment to team goals.
Best practices for using virtual teams include:
Adapting communications to preferred channels and convenient times.
Sharing the love by keeping distributed workers in the loop and connected.
Developing productive relationships with key people on the team who can make or break the team assignment.
Treating members of virtual teams like true partners and not hired help.
Being available by letting others know when you can be reached, where, and how.
Documenting the work when the project is handed off from one time zone to the next by having senders and receivers clearly specify what they have completed and what they need in each transfer.
Providing regular updates on your progress to the necessary team members.
Selecting the right people who thrive in interdependent work environments and are self-reliant and self-motivated.
Requiring effective communication skills.
There is no substitute for face-to-face contact, and meeting in person is especially beneficial early in virtual team development.
Face-to-face interactions enable people to get familiar with each other and build credibility, trust, and understanding.
Face-to-face interactions enable people to get real-time feedback, forge meaningful and real connections, get a better sense of what others actually think and feel, and make subsequent virtual interactions more efficient and effective.
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Challenges for Virtual Teams
Lack of face-to-face interaction.
Communication is limited.
Decision-making might have biases and perceived inequities.
Leadership.
May be difficult to build rich relationships.
Diversity.
Differences are difficult to appreciate.
© McGraw Hill
Virtual teams work together over time and distance via electronic media to combine effort and achieve common goals.
Virtual teams and distributed workers present many potential benefits: reduced real estate costs; ability to leverage diverse knowledge, skills, and experience across geography and time; ability to share knowledge of diverse markets; and reduced commuting and travel expenses.
It is more difficult for virtual teams than for face-to-face teams to establish team cohesion, work satisfaction, trust, cooperative behavior, and commitment to team goals.
Best practices for using virtual teams include:
Adapting communications to preferred channels and convenient times.
Sharing the love by keeping distributed workers in the loop and connected.
Developing productive relationships with key people on the team who can make or break the team assignment.
Treating members of virtual teams like true partners and not hired help.
Being available by letting others know when you can be reached, where, and how.
Documenting the work when the project is handed off from one time zone to the next by having senders and receivers clearly specify what they have completed and what they need in each transfer.
Providing regular updates on your progress to the necessary team members.
Selecting the right people who thrive in interdependent work environments and are self-reliant and self-motivated.
Requiring effective communication skills.
There is no substitute for face-to-face contact, and meeting in person is especially beneficial early in virtual team development.
Face-to-face interactions enable people to get familiar with each other and build credibility, trust, and understanding.
Face-to-face interactions enable people to get real-time feedback, forge meaningful and real connections, get a better sense of what others actually think and feel, and make subsequent virtual interactions more efficient and effective.
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Test Your OB Knowledge 3
Kierra is trying to quickly establish a team to find the root cause of a quality issue involving defective air bags in her company, which also involves suppliers and dealers. Which of these should she NOT do?
Clearly explain the purpose of the team is to locate the root cause of the problem and suggest corrections.
Decide against using a cross-functional team because she assumes the problem can be solved by one department.
Have each member share details about their experiences.
Establish how information will be shared.
Explain how conflicts in decision making will be resolved.
© McGraw Hill
The answer is B. Kierra should not decide against using a cross-functional team as she assumes the problem can be solved by a single department. She needs a cross functional team.
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Team Interdependence
One of the most important aspects of teams is interdependence, or the extent to which members are dependent on each other to accomplish their work.
Two common forms of interdependence are task and outcome.
Task interdependence: the degree to which team members depend on each other for information, materials, and other resources to complete their job tasks.
Outcome interdependence: the degree to which the outcomes of task work are measured, rewarded, and communicated at the group level so as to emphasize collective outputs rather than individual contributions.
© McGraw Hill
Team Interdependence
One of the most important aspects of teams is interdependence, or the extent to which members are dependent on each other to accomplish their work.
Two common forms of interdependence are task and outcome.
Task interdependence: the degree to which team members depend on each other for information, materials, and other resources to complete their job tasks.
The degree of task interdependence is determined by the degree of interaction between members and the amount of coordination required among them.
The four basic types of task interdependence, ranked by how much team member interaction and coordination are required, are pooled, sequential, reciprocal, and comprehensive.
Task interdependence provides opportunities for interaction, sharing, and coordination, and the form of interdependence should match what the team requires to achieve its goals.
Outcome interdependence: the degree to which the outcomes of task work are measured, rewarded, and communicated at the group level so as to emphasize collective outputs rather than individual contributions.
Outcome interdependence is determined by the extent to which team members’ objectives and rewards are aligned.
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Teams and Building Trust
What is trust?
A reciprocal belief that another person will consider how their intentions and behaviors will affect you.
When we feel or observe others trust us, we are more likely to trust them.
Trust is thought to come in three forms.
Contractual.
Communication.
Competence.
© McGraw Hill
Trust: the willingness to be vulnerable to another person, and the belief that the other person will consider the impact of how his or her intentions and behaviors will affect you.
Trust is the interpersonal lubricant for relationships within and between all organizational levels—individual, group, and organizational—and drives many important team-level outcomes found in the Organizing Framework.
Contractual trust, which is trust of character.
Communication trust, which is trust of disclosure.
Competence trust, which is trust of capability.
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Teams: Repairing Trust
FIGURE 8.6 Reina Seven-Step Model for Rebuilding Trust
SOURCE: Reina, Dennis S., and Michelle L. Reina. Rebuilding Trust in the Workplace: Seven Steps to Renew Confidence, Commitment, and Energy. Oakland, CA: Berrett-Koehler Publishers, 2010.
© McGraw Hill
Demonstrating each of the three types of trust builds trust.
To build and maintain trust, you should communicate candidly, provide support by being available and approachable, show respect by delegating meaningful responsibilities, be fair, be consistent and predictable, and enhance your competence.
Just as trust can be built, it can be eroded.
The violation of trust, or even the perception of it, can diminish trust and lead to distrust.
Trust is violated in many different ways, sometimes unknowingly and other times purposefully, but it is important to repair trust when it is damaged regardless of the cause.
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Characteristics of High-Performing Teams
Compelling team purpose and clear goals.
Appropriate mix of knowledge, skills, and abilities.
Effective incentives.
Trust and communication.
Power and empowerment.
Early and effective conflict resolution.
Norms for collaboration.
© McGraw Hill
Characteristics of High-Performing Teams.
Shared leadership that creates interdependency by empowering and serving others.
Strong sense of accountability in which all team members feel as responsible as the manager for the performance of the work unit.
Aligned on purpose about why the team exists and the function it serves.
Open communication based on a climate of open and honest communication.
High trust and the belief that member actions and intentions focus on what’s best for the team and its members.
Clear role and operational expectations with defined individual member responsibilities and team processes.
Early conflict resolution as conflicts arise, rather than avoidance or delay.
Collaboration with cooperative effort to achieve team goals.
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The 3 Cs of Effective Teams
Charters and Strategies.
Team charters:
How the team will operate.
Team performance strategies:
Deliberate plans that outline what exactly the team is to do.
Team Composition.
Describes the collection of jobs, personalities, knowledge, skills, abilities, and experience of team members.
Capacity.
Team adaptive capacity crucial to meet changing demands and to effectively transition members in and out.
© McGraw Hill
Charters and Strategies:
Both researchers and practitioners urge groups and teams to plan before tackling their tasks and recommend that teams develop team charters and team performance strategies.
Team charters: describe how the team will operate, such as processes for sharing information and decision making (teamwork).
Team performance strategies: deliberate plans that outline what exactly the team is to do, such as goal-setting and defining particular member roles, tasks, and responsibilities.
Composition:
Team composition: the collection of jobs, personalities, knowledge, skills, abilities, and experience of team members.
It is important that team member characteristics fit the responsibilities of the team for the team to be effective.
It is important to create teams with the composition to match the desired objectives.
Capacity:
Team adaptive capacity: the ability to make needed changes in response to demands put on the team.
Adaptive capacity is fostered by team members who are both willing and able to adapt to achieve the team’s objectives.
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Collaboration and Team Rewards
Collaboration.
Communicate expectations.
Set team goals.
Encourage creativity.
Build work flow rhythm.
Rewards.
Team based rather than individual to foster collaboration.
© McGraw Hill
Collaboration: the act of sharing information and coordinating efforts to achieve a collective outcome.
Teams whose members collaborate are more effective than those whose members don’t, especially as interdependence increases.
To help foster collaboration, it is important to communicate expectations, set team goals, encourage creativity, build workflow rhythm, and leverage team members’ strengths.
Dissatisfaction with rewards is a common cause for suboptimal team performance.
Organizations that foster the greatest collaboration and most effective teams typically use hybrid rewards and recognize both individual and team performance.
Table 8.5 provides guidance on how to reward performance in teams, based on the desired outcome (speed or accuracy) and the degree of interdependence (low, moderate, high).
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Test Your OB Knowledge 4
Michael’s manager told him that if he finished his project before Friday he would not have to work on the weekend. Michael finished the project on time and was still required to work on the weekend. Which type of trust did Michael’s manager betray?
Fairness.
Competence.
Respect.
Communication.
Contractual.
© McGraw Hill
The answer is E, contractual trust.
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Groups and Teams: Putting It All in Context
Figure 8.8 Organizing Framework for Understanding and Applying OB
©2021 Angelo Kinicki and Mel Fugate. All rights reserved. Reproduction prohibited without permission of the authors.
© McGraw Hill
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End of Main Content.
© 2021 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom.
No reproduction or further distribution permitted without the prior written consent of McGraw Hill.
Because learning changes everything.®
www.mheducation.com
Accessibility Content: Text Alternates for Slide Images.
© McGraw Hill
Teams: Rebuilding Trust Text Alternate
Starting from a climate of distrust
Acknowledge what caused trust to be compromised.
Allow feelings and emotions to be discussed, constructively.
Get and give support to others in the process.
Reframe the experience and shift from being a victim to taking a look at options and choices.
Take responsibility. Ask, “What did I do or not do that caused this to happen?”
Forgive yourself and others.
Let go and move on.
Trust should be restored.
© McGraw Hill
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Groups and Teams: Putting It All in Context Text Alternate
The Organizing Framework for Understanding and Applying OB shows the relationship between the three categories Inputs, Process, and Outcomes.
Inputs:
Person factors.
Situation factors.
Leads to Processes:
Individual Level.
Group, Team Level: group and or team dynamics.
Organizational Level.
Leads to Outcomes:
Individual Level: Task performance, work attitudes, turnover, career outcomes, and creativity.
Group, Team Level: group and or team performance, group satisfaction, and group cohesion and conflict.
Organizational Level: Accounting and or financial performance, customer satisfaction, and innovation.
In return, Outcomes relates to both Inputs and Processes.
© McGraw Hill
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Angelo Kinicki
Behavior Organizational
A Practical, Problem-Solving Approach
3e
Angelo Kinicki
Behavior
Organizational
A Practical, Problem-Solving Approach
3e
