Efficacy & Empowerment

MGT 460: Leadership Priorities & Practice

COURSE DESCRIPTION Leadership Priorities and Practice is a capstone course that requires students to

reflect on and synthesize the major insights gained in their study of

organizational management. A substantive paper is developed to illustrate how

these insights can be applied effectively in the student’s work environment.

Students choosing the personal program of study must show how their chosen

concentration relates to organizational management and include insights from

each academic area in their synthesis and application.

COURSE LEARNING OUTCOMES Upon successful completion of this course, students will be able to: 1. Examine how values and ethics are reflected in professional

practices and behaviors. 2. Evaluate situations from a multidisciplinary perspective. 3. Apply systematic and innovative approaches to decision-

making and problem solving. 4. Integrate leadership theory and professional practice through

applied problem-solving activities. 5. Analyze the role of the leader in promoting organizational

effectiveness, efficiency, and sustainability.

MGT 460 TEXTBOOK

London, M., & Mone, E. (2012). Leadership for today and

the future. (1st. ed.). San Diego, CA: Bridgepoint

Education, Inc.

This textbook is a

Constellation textbook

This week students will: 1. Identify the components of a high-

performance team. 2. Differentiate between the stages of team

development. 3. Summarize the roles needed for effective

team performance.

WEEK FOUR LEARNING OBJECTIVES

WEEK FOUR ASSIGNMENTS

DEFINITION OF TEAMS “Coming together is a beginning, staying together is progress, and working together is success.” – Henry Ford

London and Mone (2012) defined teams as a “group in which members have distinct roles and work in tight coordination to achieve a common goal” (ch. 4, para. 7).

Team Characteristics • Teams are unified by shared goals (more important than their

individual goals) • Team leaders coach and motivate the team members • Teams become subject matter experts (SME) on the team project

(London & Mone, 2012)

TYPES OF TEAMS

Team Description Work Continuing work units whose main

responsibility is producing goods or providing services. Membership is usually long-term, stable, and well- defined.

Parallel Individuals are brought together from different departments to perform functions that are not common to the organization. Teams usually have limited authority. Teams are used for problem-solving and improvement- oriented functions.

(Cohen & Bailey, 1997)

TYPES OF TEAMS CONTINUED Team Description

Project Teams are usually short-term. They are designed for one-time outputs of products or service to be marketed by the organization. Team members are required to have knowledge, judgment and expertise.

Management Teams coordinate and are responsible for direction to groups, teams, and departments under their jurisdiction. Teams are responsible for the performance of each unit under their authority.

5 CHALLENGES FOR VIRTUAL TEAMS

(Cohen & Bailey, 1997)

1. Building trust – In virtual teams, trust is established faster if based on performance consistency rather than social bonds.

2. Maximizing process gains while minimizing process losses – Generating synergy is more difficult in virtual teams.

3. Overcoming feelings of isolation and detachment – Research has shown that individuals are more satisfied and motivated partly based on co- worker interaction.

4. Balancing technical and interpersonal skills – Skills required for virtual teams include: communication, technical, supportive, flexibility, adaptable, and skilled at feedback.

5. Assessment and recognition of team performance – measurements should include objective measures, as well as, virtual team behaviors such as leadership roles, coaching of new members, and other intangible behaviors.

SELF-EFFICACY

(Maddux & Kleiman, 2015)

Maddux and Kleiman (2015) defined self-efficacy as an individual’s belief in his or her ability to effective perform the tasks needed to achieve a specific goal.

Major Influence on Self-Efficacy

SELF-CONFIDENCE VERSUS SELF- EFFICACY

These two terms are often used interchangeably. However, the terms are different. • Self-Confidence is a general belief in one’s self-

competence. Self-confidence is a personal trait, therefore, not changing (McCormick, Tanguma, & Lopez-Forment, 2002).

• Self-efficacy is based on self-judgment of one’s task- specific abilities. Self-efficacy is based on self-cognition, therefore subject to change (McCormick et al., 2002).

McCormick et al., 2002)

SOURCES OF SELF-EFFICACY

Novack & Vasquez, 2013

KEY TERMS FOR WEEK 4

• Virtual team

• Work team

• Parallel team

• Project team

• Management team

• Self-efficacy

• Self-confidence

You may be asked to use these terms in Discussion Board responses or your assignment for the

week.

FSB APA GUIDANCE Please use the FSB APA Guidance located in your classroom.

REFERENCES Cohen, S. G., & Bailey, D. E. (1997). What makes teams work: Group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3), 239-290. London, M., & Mone, E. (2012). Leadership for today and the future. (1st. ed.). San Diego, CA: Bridgepoint Education, Inc. Maddux, J. E., & Kleiman, E. (2015). Self-efficacy. Retrieved from http://nobaproject.com/modules/self-efficacy McCormick, M. J., Tanguma, J., & Lopez-Forment, A. S. (2002). Extending self-efficacy theory to leadership: A review and empirical test. Journal of Leadership Education, 1(2), 34-49. Novack, D. L., & Vasquez, J. (2013). Fall 2013 self-efficacy case study. Retrieved from https://wikispaces.psu.edu/display/PSYCH484/Fall+2013+Self- Efficacy+Case+Study

RECOMMENDED READINGS

Todd, A. (2014, January 16). Get your employees to work ‘like nobody’s watching.’ Forbes. Retrieved from http://www.forbes.com/sites/johnkotter/2014/01/16/ get-your-employees-to-work-like-nobodys-watching/

ANY QUESTIONS?

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