Final Paper

Jcandy13

MSL630-Unit2-Approved.pdf

Home >Reading homework help >Final Paper

MSL 630

Leading Productive Teams

Belhaven University

Unit 2

 Leader vs. Manager

 Leadership Styles

 Identity and Emotions of Teams

 Why Appreciation is a Good Investment

 How did Jesus design His team?

How did He lead His team?

 Explore Hebrews 12:1

 Understanding ourselves and the road

God has marked out before is the journey

we must take before we are ready to lead

others.

 Explore Acts 20:24

 We must see our call to leadership as a

task the Lord Jesus has given to us.

Biblical Foundation

 In Unit Two, the Course Level Competencies are:

 Objective 2.1: Define and identify components of best

practices of productive teams.

 Objective 3.1: Analyze internal and external dynamics of

teams.

 Objective 3.2: Identify key components in developing

appreciation in the workplace.

 Objective 5.1: Demonstrate professional conduct in oral

communication, written communication, and punctuality.

 Objective 5.2: Identify Christian perspectives as they relate

to the course.

Unit 2 Objectives

MSL 630

Leading Productive Teams

Belhaven University

Unit 2.1

 Leader vs. Manager

 Nature-Nurture Debate

 Leadership Styles

 Leadership (a relationship) is not the same

as management (a function).

 The leader of a team has a point of view that

allows them to:

• See what needs to be done

• Understand the underlying forces that

are working in the organization

• Initiate action to make things better

Leader vs. Manager

Leader vs. Manager, cont.

 The Leadership Challenge

• The presence of a leader does not always

ensure that teams will be effective, and may

even hinder a team’s autonomy.

• Few people understand how to transform into

leaders.

• The question of how one leads others who are

supposed to lead themselves is the essence of

the team paradox encountered by leaders of

self-managing and self-directing teams.

Leader vs. Manager, cont.

 Entity Theory versus Incremental Theory

 Trait (entity) Theories of Leadership:

• This leadership theory argues that leaders are born, not

made.

• Argues that leadership is largely an inborn

characteristic of a person, and is not something that

can be easily developed or learned.

• Different trait theories focus on different aspects of

person to discern leadership traits -- intelligence,

personality, birth order, and gender.

Nature-Nurture Debate

 Entity Theory versus Incremental Theory,

cont.

 Incremental Theories of Leadership:

• Evidence suggests that environmental and

situational factors strongly affect leadership

more so than a person’s personality.

• Fundamental attribution error -- the

tendency to overemphasize the impact of

stable dispositional traits and

underemphasize the impact of a situation on

a person’s behavior.

Nature-Nurture Debate, cont.

 Entity Theory versus Incremental Theory,

cont.

 Incremental Theories of Leadership focus on

how leaders do two things in relation to

teamwork:

• Focus on how leaders directly interact with

their teams.

• How leaders structure the external environment

so the team can achieve their goals.

Nature-Nurture Debate, cont.

 Entity Theory versus Incremental Theory,

cont.

 Incremental Theories of Leadership:

• Seemingly trivial situational factors,

such as seating arrangements, can affect

the emergence of leadership in groups.

• Evidence indicates that teams with randomly

selected leaders performed better on all

decision-making tasks than teams whose

leaders were systematically selected.

Nature-Nurture Debate, cont.

 So from the debate about Nature-Nurture:

 What the does the Bible say about this?

 Spend time locating a verse that describes your

calling? Make this your life verse.

Nature-Nurture Debate, cont.

 Task versus Person Leadership

• A task-oriented leader focuses on

accomplishing the objectives of the

team.

• A person-focused leader

focuses on the process of getting

their team to their shared goal or

objective.

Leadership Styles

 Transactional versus Transformational

Leadership

 Transformational Leadership :

• Motivates their teams to work toward goals that

go beyond self-interest for the good of the team,

organization, or society.

• Leader and their team are in a psychological

contract that involves mutual obligations to each

other and regular negotiation to establish outcomes

and rewards.

Leadership Styles, cont.

 Transactional versus Transformational Leadership,

cont.

 Transactional Leadership:

• Leader’s power reinforces team members’

successful completion of a task.

• Leaders and their teams are in an exchange

relationship that involves negotiation to establish

outcomes and rewards.

• This type of leadership sets up a competitive

relationship between leader and employee.

Leadership Styles, cont.

 Transactional versus Transformational Leadership,

cont.

 Advantages of Transformational Leadership:

• Motivate their teams to do more than they originally

expected to do as they strive for

higher-order outcomes.

• Rely on 3 behaviors to produce change:

charisma, intellectual stimulation, and

individualized consideration.

• More satisfied subordinates

• Have higher teamwork quality and more

inter-team collaboration.

Leadership Styles, cont.

 Transactional versus Transformational

Leadership, cont.

 Disadvantages of Transformational Leadership:

• Can have a positive impact on team

innovation but a negative impact on individual

motivation.

• Hypocrisy attribution dynamic: the tendency

for team members to draw sinister conclusions

about a leader’s behavior.

Leadership Styles, cont.

 Autocratic vs. Democratic Leadership

 Autocratic Leadership:

• Also known as vertical leadership, this type of

leadership stems from an appointed or formal

leader of a team.

• Displayed by leaders who seek sole

possession of authority, power, and

control.

Leadership Styles, cont.

 Autocratic versus Democratic Leadership,

cont.

 Democratic Leadership:

• Shared leadership is a group process in

which leadership is distributed among, and

stems from, team members.

• Displayed by leaders who share authority,

power, and control with their team.

• Research evidence has shown that shared

leadership over time significantly predicts team

effectiveness.

Leadership Styles, cont.

 Autocratic versus Democratic Leadership, cont.

Leadership Styles, cont.

Unit 2.1 Recap

 Ending 2.1 and getting into 2.2

 Expectations of Leaders

 Team Identity

 Group Emotion

 Group Cohesion

MSL 630

Leading Productive Teams

Belhaven University

Unit 2.2

 Expectations of Leaders

 Team Identity

 Group Emotion

 Group Cohesion

 Leadership Categorization Theory

 The Leadership Categorization Theory:

• Preconceived ideas evaluate whether a leader

is worthy of influence and specify what teams

expect of their leaders.

• Argues that people use their mental image of an ideal

leader as an implicit benchmark to determine their

receptivity toward actual leaders.

• Expected characteristics and behaviors of elected

leaders versus appointed leaders.

 Implicit Leadership Theories:

Expectations of Leaders

 Leadership and Power

• Power is the ability of a person to control the

outcomes of another person in a relationship.

• French and Raven identified seven key sources of

power that people use in organization and teams.

• Power distance: the degree to which a person is

accepting of an unequal distribution of power.

Expectations of Leaders, cont.

 Leadership and Power, cont.

Expectations of Leaders, cont.

Team Identity

• Identity Fusion -- When group members’ personal

identities become fused with their social identities,

their sense of self becomes nearly indistinct from

their view of themselves as a group member.

• Group identity -- The extent to which people feel

their group membership is an important part of who

they are as an individual.

• Group entitativity -- The degree to which people

perceive themselves (and others) to be a unified,

single team or collective.

Team Identity, cont.

• Bonds felt for particular

group members rather

than to the group itself.

 Common-bond groups:

• Bonds based on attachment to the group as a

whole.

 Common-identity groups:

 Common Identity and Common Bond Groups

Team Identity, cont.

• Identity based on group membership.

 Collective Identity:

• Identity based on important relationships to

particular people.

 Relational Identity:

 Relational and Collective Identity

Team Identity, cont.

• Group-verification -- The process in which a

person seeks confirmation of his or her in-group

views.

• Self-verification -- The process in which a

person seeks confirmation of his or her personal

self-views.

Once a person has formed a particular identity,

experiences may either reinforce or fail to reinforce

that identity.

 Self-verification vs. Group-verification

 Group Potency and Collective Efficacy

 Group Potency:

• The collective belief of group members that the group can be

effective.

 Collective Efficacy:

• An individual’s belief that a team can perform successfully.

• Group potency and its predictive powers relate to team

performance.

• Characteristics of groups with a high sense of collective

efficacy:

o Set more challenging goals

o Persist in the face of difficulty

o High likelihood of success

Team Identity, cont.

• Group emotion is a group’s affective state that arises

from the combination of its bottom-up components and

its top-down components.

• Team members bring their individual-level emotional

experiences to the team interaction and similarly the

organization’s norms and group’s emotional history set

the stage for the expression and feeling of emotion.

• The emotions that are felt and displayed in groups

coordinate the group’s behaviors and cement bonds,

particularly in response to threat or stress.

 Group Emotion

Group Mood and Emotion

 How do emotions get shared in groups?

• Emotional contagion

• Vicarious affect

• Behavioral entrainment

 Implicit methods:

 Sharing Emotions in Groups

Group Mood and Emotion, cont.

• Emotional contagion -- the process whereby

moods and emotions of people around us

influence our emotional state.

• A group’s overall emotional tone can affect a

variety of team behaviors and performance.

• The process of emotional contagion implies that

group members will converge in their emotional

states over time, leading to a homogeneous

group composition.

 Sharing Emotions in Groups, cont.

Group Mood and Emotion, cont.

• Behavioral Entrainment -- refers to the

process whereby one person’s behavior is

adjusted to synchronize with another

person’s behavior often shown in body

movements.

• The outcome of synchronizing movements is

usually a positive affect, which results in greater

shared feelings of affection, satisfaction, and

rapport.

 Sharing Emotions in Groups, cont.

Group Mood and Emotion, cont.

• Emotional nonconformity occurs when a

group member experiences an emotion in the

name of their group which is inconsistent with

what the collective feels.

• Emotional nonconformity can result in:

o Emotional burden -- feeling responsible

for carrying the emotion for the group

o Emotional transfer -- transferring negative

feelings for the in-group toward the event itself.

 Sharing Emotions in Groups, cont.

Group Mood and Emotion, cont.

• Emotional intelligence is the ability to

recognize emotions in ourselves/others and use

our emotional knowledge in a productive

fashion.

• Employees with higher emotional intelligence

are more effective team players and have

higher job performance.

 Emotional Intelligence in Teams

Group Mood and Emotion, cont.

Group Cohesion

 Cohesion and Team Behavior

 Group cohesion – the emotional attraction among group

members and the ties that bind the group together.

 Cohesion and Team Behavior

Teams with high cohesion:

• More likely to give due credit to their team partners.

• Are easier to maintain.

• Are more likely to participate in team activities.

• Have increased conformity to team norms.

• Are more likely to serve team rather than individual

interests.

• Are more productive than less cohesive teams.

 Ways to Build Cohesion in Groups:

• Help the team share perceptions of

supplementary and complementary fit.

• Make it easy for the team to be close

together.

• Perceived risk of social exclusion from the

group.

• Challenges and hardships shared by the

team

 Cohesion and Team Behavior, cont.

Group Cohesion, cont.

Unit 2.2 Recap

 Ending 2.2 and getting into 2.3

 Group Trust

 Group Socialization

 Appreciation in the Workplace

MSL 630

Leading Productive Teams

Belhaven University

Unit 2.3

 Group Trust

 Group Socialization and Turnover

 Appreciation in the Workplace

• Respect -- the level of esteem a person has for

another.

 Trust vs. Respect

• Trust -- the willingness

of a person to rely on

another person in the

absence of monitoring.

Group Trust

• We will explore Trust

again in Unit 3.

• High team trust combined with the low individual

autonomy resulted in the best team performance.

• Trust leads to higher performance in teams.

 Trust & Monitoring

• However, a high level of trust among team

members can make self-managing work teams

reluctant to monitor one another.

Group Trust, cont.

• When people have differing levels of trust in their

group, this diversity increases frustration and can

result in a downward trust spiral and decreased

performance.

• Trust congruence -- the degree to which the

leader’s trust in their group is matched by the

group’s trust in the leader.

 Trust Congruence and Propensity to

Trust

Group Trust, cont.

• Repairing trust is more difficult in groups

than with individuals.

• Psychological safety -- reflects the extent to which

people feel thy can raise issues and questions

without fear of being rebuffed.

• Psychological safety is important in teams that

need to communicate knowledge and learn

from one another.

 Repairing Trust and Psychological

Safety, cont.

• Psychological safety microclimates.

Group Trust, cont.

 Types of Trust in Teams :

• Incentive-based trust

• Trust based on familiarity

• Trust based on similarity

• Trust based on social networks

• Implicit trust

 Types of Trust

Group Trust, cont.

How does trust work in our Walk with God?

 Average lifespan of a team is approximately 24

months.

 Group socialization -- the process of how individuals

enter into, and eventually exit, teams.

• This process is particularly important in high-technology

industries because of frequent transfers and costs of

integrating new employees.

• Three predictors of newcomer performance:

• Newcomer empowerment

• Team expectations

• Team performance

 Group Socialization

Group Socialization & Turnover

 Phases of Group Socialization

 Three critical things during group socialization can affect

the productivity of teams:

• Evaluation

• Commitment

• Role transition

 Useful strategies for integrating new members into teams:

• Upper management and leaders need to clearly inform team

why the new member is joining the team.

• Exiting team members should explain what they regard as the

strengths and the weaknesses of the team.

• New members should understand the team’s goals and

processes.

Group Socialization & Turnover, cont.

 Newcomer Innovation

 Turnover may have a positive effect.

 Three factors determine the extent to

which newcomers can introduce change:

• Newcomer commitment to the team.

• Newcomer’s belief that they can develop

good ideas for solving team problems.

• Newcomer’s belief that they will be

rewarded.

Group Socialization & Turnover, cont.

 Newcomer Innovation, cont.

 There are several newcomer roles:

• Visitors

• Transfers

• Replacements

• Consultants

Group Socialization & Turnover, cont.

 Turnover and Reorganizations

 Turnover and reorganizations disrupt group

performance, especially when:

• Group members are reciprocally interdependent.

• The group has high, rather than low, structure.

• The task is complex rather than simple.

Group Socialization & Turnover, cont.

 Why Appreciation is a Good Investment  The Five Languages of Appreciation in the

Workplace, By Dr. Gary Chapman & Dr. Paul White

Appreciation in the Workplace

 Appreciation: communicating a sense

of value for the work they have done

and the character qualities they

demonstrate

 Encouragement: coming alongside a

team member and encouraging them

to persevere

Appreciation in the Workplace, cont.

 Appreciation is a fundamental human need.

 Employees respond to appreciation expressed

through recognition of their good work because

it confirms their work is valued.

 When employees and their work are valued,

their satisfaction and productivity rises, and they

are motivated to maintain or improve their

good work.

Appreciation in the Workplace, cont.

 Principles of different languages of appreciation:

 There are different ways to communicate appreciation

and encouragement to others.

 An individual will value a certain language more than

another.

 The most effective communication of appreciation and

encouragement occurs when the message is sent in the

language of appreciation most valued by the receiver.

 Message of appreciation and encouragement in

languages not valued by the recipient will tend to miss

the mark.

Appreciation in the Workplace, cont.

 Least Valued Language: Challenges and Limitations

 We all tend to speak our own language of appreciation.

The language of appreciation that is least valued by me

will seldom be spoken.

 Mismatch of two coworkers’ languages of appreciation

leads to miscommunication and relational tension.

 A person’s lowest language of appreciation really is not

important to them.

 Take the initiative to talk to someone whose primary

language is your least important language. Have them

explain it’s importance to them.

Appreciation in the Workplace, cont.

 Informal ways of discovering someone’s

language:

 Observe their behavior. They are doing for others

what they wish others would do for them.

 Observe what they request of others. Our requests

tend to indicate our primary appreciation language.

 Listen to their complaints. The things about which an

individual complains may well reveal their primary

appreciation language. The opposite of what hurts

you the most is probably your appreciation language.

Appreciation in the Workplace, cont.

 The trait theory of leadership argues that leadership is largely an

inborn characteristic of a person. Corporate failures are examples of

traits attributed to people who are a type of theoretical leaders.

 In terms of leadership selection, an investigation of team

performance showed that teams with randomly selected leaders

performed better on all organizational decision-making tasks than

did teams whose leaders were systematically selected.

 Person-focused leaders allow members of their team more freedom

in their work, permit team members to use their own judgment in

solving problems, and grant members authority. Conversely, task-

oriented leaders typically act as the spokesperson of their group,

push for more work and higher production, and determine what

should be done and how it should be accomplished.

Unit Recap: Hitting the Highlights

 The main point of difference between autocratic and

democratic leadership styles is the possession of authority.

 Diversity of team members is the key determinant that can

lead to the growth of close, trusting relationships between

leaders and their teams.

 The question of how one leads others who are supposed to

lead themselves is the essence of the team paradox

encountered by leaders of self-managing and self-directing

teams. This deals with resistance to change, role conflict,

and the unwillingness to relinquish power.

 If a group believes they can be successful, and takes on a

"we can" attitude, this represents group potency.

Unit Recap: Hitting the Highlights, cont.

 Groups with a weak sense of collective efficacy will

set less challenging goals for themselves.

 Emotional intelligence in teams is important

because employees with higher emotional

intelligence are more effective team members and

have higher job performance.

 Group socialization refers to the process by which a

person becomes a full member of a team.

 To the extent that people feel their group

membership is an important part of who they are,

and the attachment people feel for their groups is

best termed group identity.

Unit Recap: Hitting the Highlights, cont.

 Complete reading assignments

 Read Chapter 1 & 2 “The 5 Languages of

Appreciation in the Workplace”

 Read Hebrews 12:1-2

 Read 1 Corinthians 1:26-29

 Complete writing assignments

 Discuss appreciation at your workplace.

 Answer discussion questions

 Complete unit quiz

What’s Next?

Raven, B. H. (1993). The Bases of Power: Origins and Recent

Developments. Journal of Social Issues, 49(4), 227-251.

doi:10.1111/j.1540-4560.1993.tb01191.x

The Holy Bible.

Thompson, L. L. (2016). Making the team: A guide for managers (5th

ed.). NY, NY: Pearson.

Weinberg, R. S., & Gould, D. (2012). Foundations of sport and

exercise psychology (5th ed.). Champaign, IL:

Human Kinetics.

References

Image References

Garrett, E. [Digital images].

Google Images (2018). Retrieved from

https://images.google.com/

Jack Sparrow. (2018). Retrieved from Google Images.

Student in classroom. (n.d.). Retrieved from