Daft12eIM_18_Ch 18.doc

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Chapter 18

CHAPTER 18 LEADING TEAMS CHAPTER OUTLINE How Do You You Like to Work? Work? I. The Value of Teams A. What What Is Is a Team? eam? B. Contrib Contributi utions ons of of Team Teamss C. Types of Teams II. The Personal Dilemma of Teamwork III. III. Moe Moell of of Team eam !f !ffe"t fe"ti# i#en enes esss IV. Virtual Teams V. Team eam Char Chara" a"tteri eristi" sti"ss A. $i%e B. Di#e Di#ers rsiity C. Memb Member er &ole &oless New Manager Self-Test: Self-Test: What Team Team Role Do You You Pla? VI. VI. Team eam Pro" Pro"es essses A. $ta'es $ta'es of Team De#elo De#elopme pment nt B. Team eam Cohesi Cohesi#e #enes nesss C. Team eam (or (orms VII. VII. Mana'i Mana'in' n' Team Team Conf Confli li"t "t A. Types ypes of of Confli" Confli"tt B. Balan" Balan"in' in' Confli" Confli"tt an Cooperat Cooperation ion C. Caus Causes es of of Conf Confli li"t "t D. $tyles $tyles to to )anle )anle Conf Confli li"t "t !. (e'o (e'ottiat iation

ANNOTATED LEARNING OBJECTIVES After stuyin' this "hapter* stuents shoul be able to+

,! "#$lain %ontri&utions that teams make an' how managers %an make teams more effe%ti(e! Teams pro#ie istin"t a#anta'es a #anta'es in the areas of inno#ation* -uality* -uality* spee* prou"ti#ity* prou"ti#ity* an employee satisfa"tion. These "ontributions of teams lea to stron'er "ompetiti#e "ompetiti#e a#anta'e an hi'her o#erall or'ani%ational performan"e.

/,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .

* e2"ept foruse as permitte in a li"ense istribute with a "ertain prou"t or ser#i"e or otherwise on a passwor3prote"te website for "lassroom use. .

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!ffe"ti#e teams are built by mana'ers who take spe"ifi" a"tions to help people "ome to'ether an perform well as a team. Work team effe"ti#eness is base on three out"omes4positi#e out"omes4positi#e output* personal satisfa"tion* an the "apa"ity to learn an aapt. The fa"tors that influen"e influen"e team effe"ti#eness be'in with with the or'ani%ational "onte2t. "onte2t. This in"lues su"h matters as the o#erall leaership* strate'y* en#ironment* "ulture* an systems for "ontrollin' an rewarin' employees. Within Within that "onte2t* mana'ers efine teams an moti#ate them. 5oo team leaers unerstan an mana'e sta'es of team e#elopment* "ohesi#eness* "ohesi#eness* norms* an "onfli"t to buil an effe"ti#e team. )! *'entif the the t$es of teams in in organi+ations! organi+ations! Many types of teams "an e2ist within or'ani%ations an "an be "lassifie in terms of those "reate as part of the or'ani%ation6s formal stru"ture an those "reate to in"rease employee parti"ipation. 7ormal teams are "reate by the or'ani%ation as part of the formal or'ani%ation or'ani%ation stru"ture. A #erti"al #erti"al team is "ompose of a mana'er an suborinates in the formal "hain of "omman. A hori%ontal hori%ontal team is "ompose of employees from about the same hierar"hi"al le#el but from ifferent areas of e2pertise. e2pertise. A thir thir type of formal team is the spe"ial3purpose team "reate to unertake a pro8e"t. $elf3ire"te teams are esi'ne esi'ne to in"rease the parti"ipation parti"ipation of lower3le#el workers in e"ision makin' an the "onu"t of their 8obs* with the 'oal of impro#in' performan"e. 9.

Summari+e some of the $ro&lems an' %hallenges of teamwork!

There are three primary reasons reasons teams present a ilemma ilemma for most people. 7irst* people ha#e to 'i#e up their inepenen"e. When people be"ome part of a team* team* their su""ess epens on the team6s team6s su""ess: therefore* they are epenent epenen t on how well other people perform* not 8ust on their own ini#iual initiati#e an a"tions. $e"on* people ha#e to put up with free riers. The term free rier refers to a team member member who attains benefits from team membership but oes not a"ti#ely parti"ipate in an "ontribute to the team6s work. Thir* teams are sometimes sometimes ysfun"tional. Many teams ha#e 'reat su""ess* but others e2perien"e si'nifi"ant failure. The ways in whi"h teams are mana'e plays the most "riti"al "riti"al role in eterminin' how well they fun"tion. ;. *'entif was in whi%h team si+e an' 'i(ersit of mem&ershi$ affe%t team $erforman%e! $erforman%e! The ieal si%e of work teams is about se#en* althou'h #ariations from fi#e to twel#e seem to work best. These teams are lar'e lar'e enou'h to take a#anta'e of i#erse skills* skills* enable members to e2press 'oo an ba feelin's* an sol#e sol#e problems. They are small enou'h to permit members to feel like an intimate intimate part of the 'roup. In 'eneral* as a team in"reases in"reases in si%e* it be"omes harer for ea"h member to intera"t intera"t an influen"e others. $mall teams < to ;= show more a'reement* ask more -uestions* e2"han'e more opinions* report more satisfa"tion* are informal* /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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an make fewer emans. 1ar'e teams <, or more= ha#e more isa'reements* fa"e "onfli"ts* ha#e 'reater emans on leaers* ha#e less parti"ipation an more turno#er an absenteeism. In lar'e teams* members ha#e fewer opportunities to parti"ipate. >. *'entif roles within within teams an' the t$e of role ou %oul' $la to hel$ a team &e effe%ti(e! 7or a team to be su""essful su""e ssful it must maintain its members6 so"ial well3bein' an a""omplish the team6s team6s task. In su""essful teams* two types of roles emer'e+ emer'e+ task spe"ialist an so"ioemotional. People who play the task spe"ialist spe"ialist role help the team rea"h its 'oal. People who aopt a so"ioemotional role support team team members6 emotional nees. $ome team members may play a ual role an "ontribute to the task an meet members6 emotional nees. There is also a nonparti"ipator role for those who "ontribute little to either the task o r the so"ial nees of team members. A well3balan"e well3balan"e team will o best be"ause it will satisfy team members an permit a""omplishment of team tasks. 0. "#$lain the general stages of team 'e(elo$ment! Team e#elopment e#ol#es o#er efiniti#e sta'es that o""ur in se-uen"e an may o""ur rapily. The formin' sta'e of e#elopment is is a perio of orientation orientation an 'ettin' a"-uainte. (e2t is the stormin' sta'e* in whi"h ini#iual personalities emer'e an "onfli"t an isa'reement e#elops o#er per"eptions of the team6s team6s mission. Durin' the normin' sta'e* "onfli"t is resol#e an team harmony emer'es. This sta'e is is typi"ally of short uration. In the performin' performin' sta'e* the ma8or emphasis is on problem sol#in' sol#in' an a""omplishin' the assi'ne task. The a8ournin' sta'e o""urs in teams that ha#e a limite task to perform an are isbane afterwar. . "#$lain the %on%e$ts of team %ohesi(eness an' team norms an' their relationshi$ relationshi$ to team $erforman%e! Team "ohesi#eness is efine as the e2tent to whi"h team members are attra"te to the team an moti#ate to remain in it. (ormally* (ormally* hi'h "ohesi#eness is "onsiere an attra"ti#e feature of teams. A team norm is a stanar of "onu"t that is share by team members an 'uies their beha#ior. beha#ior. (orms ientify key #alues* "larify role e2pe"tations* an fa"ilitate team sur#i#al. Cohesi#e teams are able to attain their 'oals ' oals an enfor"e their norms* whi"h "an lea to either #ery hi'h or #ery low prou"ti#ity prou"ti#ity.. The e'ree of prou"ti#ity epens on the relationship between mana'ement an the workin' team. @. *'entitf the %auses of %onfli%t within an' among teams, an' how to re'u%e %onfli%t! Confli"t refers to anta'onisti" intera"tion in whi"h one party attempts to b lo"k the intentions or 'oals of another. another. Too mu"h "onfli"t "an be estru"ti#e an interfere with the e2"han'e of ieas an information. $e#eral fa"tors "an "ause "onfli"t su"h su"h as s"ar"e resour"es* 8urisi"tional 8urisi"tional ambi'uities* "ommuni"ation breakown* personality "lashes* power an status ifferen"es* an 'oal ifferen"es. Te"hni-ues for "onfrontin' an resol#in' "onfli"ts in"lue superorinate 'oals* whi"h re-uire the "ooperation of all to a"hie#e+ bar'ainin'ne'otiation: meiation: pro#iin' well3efine tasks: an fa"ilitatin' "ommuni"ation. /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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Chapter 18

. Des%ri&e the 'ifferent 'ifferent %hara%teristi%s an' %onseuen%es of task %onfli%t (ersus relationshi$ relationshi$ %onfli%t! Task "onfli"t refers to isa'reements amon' people ab out the 'oals to be a"hie#e or the "ontent of the tasks to be performe. &elationship "onfli"t refers refers to interpersonal in"ompatibility in"ompatibility that "reates tension an personal animosity animosity amon' people. In 'eneral* resear"h su''ests that task "onfli"t "an be benefi"ial be"ause it leas to better e"ision makin' makin' an problem sol#in'. n the other han* relationship "onfli"t is typi"ally asso"iate with ne'ati#e "onse-uen"es for team effe"ti#eness.

LECTURE OUTLINE H.W D. Y./ L*0" T. W.R0? A person6s person6s approa"h to a 8ob or s"hoolwork may ini"ate whether she or he thri#es on a team. An important part of a new mana'er 6s 8ob is to be both part of a team an to work alone. Teamwork "an be both frustratin' an moti#atin'. This e2er"ise helps stuents unerstan the e2tent to whi"h they prefer to work alone anor in a team.

I. T)! T)! VA1! A1! 7 T!AM T!AM$ $ Mu"h work in or'ani%ations is interepenent* whi"h means that ini#iuals an epartments rely on other ini#iuals an epartments e partments for information or resour"es to a""omplish their work. When tasks are hi'hly interepenent* interepenent* a team "an be the best approa"h to ensurin' ensurin' the le#el of "oorination* information sharin'* an e2" han'e of materials ne"essary for su""essful task a""omplishment. A. What What Is a Team? eam?

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,. A tea! is a unit of two or more people who intera"t an "oorinate "oo rinate their work to a""omplish a "ommon 'oal to whi"h they are "ommitte an hol themsel#es mutually a""ountable. This efinition has four "omponents+ two or more people are re-uire: people in a team ha#e re'ular intera"tion: members of a team share a performan"e 'oal* an people in a team share that 'oal an hol themsel#es mutually a""ountable for performan"e. . Althou'h Althou'h a team team is is a 'roup 'roup of people* people* the two two terms terms are are not inter" inter"han'eabl han'eable. e. An employer "an put to'ether a grou$ a grou$ of of people an ne#er buil a team. team. The team "on"ept implies a sense of share mission an "olle"ti#e responsibility. responsibility. /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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B. Contributions of Teams

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,. !ffe"ti#e !ffe"ti#e teams "an pro#ie pro#ie many many a#anta'e a#anta'ess in or'ani% or'ani%ations ations.. a. 1reati(it 1reati(it an' inno(ation: Be"ause teams in"lue in"lue people with i#erse skills* stren'ths* e2perien"es* an perspe"ti#es* they "ontribute to a hi'her le#el of "reati#ity an inno#ation in the or'ani%ation. b. *m$ro(e' ualit: ne "riterion for or'ani%ational or'ani%ational effe"ti#eness is whether prou"ts an ser#i"es meet "ustomer re-uirements for -uality. -uality. ". S$ee' of res$onse: Ti'htly inte'rate teams "an maneu#er in"reibly fast. fast. In aition* teams "an spee prou"t e#elopment* respon more -ui"kly to "han'in' "ustomer nees* an sol#e "ross3epartmental problems more -ui"kly. -ui"kly. . Higher $ro'u%ti(it $ro'u%ti(it an' lower %osts: $o"ial fa"ilitation refers to the tenen"y for the presen"e of others to enhan"e one6s performan"e. $imply bein' aroun others has an ener'i%in' ener'i%in' effe"t. In aition* the blen of perspe"ti#es perspe"ti#es enables "reati#e ieas to per"olate. e. "nhan%e' moti(ation an' satisfa%tion: People ha#e nees for belon'in'ness an affiliation. affiliation. Workin' in teams "an meet these nees an "reate 'reater "amaraerie a"ross the or'ani%ation. or'ani%ation. Teams also reu"e boreom* in"rease people6s people6s feelin's of i'nity an self3worth* an 'i#e people a "han"e to e#elop new skills* leain' to hi'her moti#ation an "o mmitment to the or'ani%ation. C. Types of Teams

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,. 7un" 7un"ti tion onal al Tea Teams ms a. A #$n%ti&na' tea! is "ompose of a mana'er an suborinates in the formal "hain of "omman. The team is also "alle a %omman' team team an may in"lue three or four le#els within a sin'le fun"tional ep artment. b.

A finan"ial finan"ial analysis epartment* a -uality "ontrol epartment* an an a""ountin' epartment are all "omman teams.

. Cross37un"tional Teams a.

A %r&""(#$n%ti&na' tea! is "ompose of employees from about the same hierar"hi"al le#el* but from ifferent ifferent areas of e2pertise. The most "ommon hori%ontal teams are "ross3fun"tional teams an "ommittees.



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A %ross-fun%tional %ross-fun%tional team* team* or task for"e* is a 'roup of employees from ifferent epartments forme to eal with a spe"ifi" task* e2istin' only until the task is "omplete.

b. Spe%ia'(p$rp&"e tea!" * also "alle $ro2e%t "alle $ro2e%t teams* teams* are "reate outsie the formal or'ani%ation stru"ture to unertake a pro8e"t of spe"ial importan"e or "reati#ity. "reati#ity. Companies use spe"ial3purpose teams to spee up e#elopment of a spe"ial pro8e"t. These fast3"y"le teams are 'i#en the freeom an resour"es to "omplete pro8e"ts. 9. $elf3Mana'e Teams a. !mployee !mployee in#ol#ement in#ol#ement throu'h throu'h teams teams in"reases in"reases the the parti"ipati parti"ipation on of lower3le#el lower3le#el workers in e"ision makin' about their 8obs* with the 'oal of impro#in' performan"e. !mployee in#ol#ement starte out with te"hni-ues su"h as information sharin' with employees or askin' employees for su''estions about impro#in' the work. b. Se'#(!anaed tea!" "onsist of fi#e to / multiskille workers who rotate 8obs an prou"e an entire prou"t or ser#i"e or at least one "omplete aspe"t or portion of a prou"t or ser#i"e. The team works with minimum super#ision* perhaps ele"tin' one of its own as super#isor* who may "han'e ea"h year. year. The most effe"ti#e self3mana'e self3mana'e teams are those those that are fully empowere. $elf3mana'e teams typi"ally in"lue the followin' elements+ 

The "ombine skills are suffi"ient to perform a ma8or or'ani%ational task.

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The team has a""ess to the resour"es ne"essary to perform the "omplete task.

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The team is 'i#en e"ision3makin' authority to "omplete the task.

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The team assumes mana'erial uties su"h as work s"heulin'* orerin' materials* an hirin' new members.

Dis"ussion Euestion F+ "#$erts F+ "#$erts sa that for teams to fun%tion well, mem&ers ha(e to get to know one another in some 'e$th! What s$e%ifi%all woul' ou 'o to fa%ilitate this in a %olo%ate' team? What a&out in a glo&al (irtual team? (T!$GGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG (T!$GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG

II. T)! P!&$(A1 DI1!MMA 7 T!AMW&H

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,. There are are three primary primary reasons reasons teams teams present present a ilemma ilemma for for most most people. people. a. We ha(e to gi(e u$ our in'e$en'en%e. in'e$en'en%e. When people be"ome part of a team* their su""ess epens on the team6s su""ess: therefore* they are epenent on h ow well other people perform* not 8ust on their own ini#iual initiati#e an a"tions. b. We ha(e to $ut u$ with free ri'ers. ri'ers. The term #ree rider refers to a team member who attains benefits from team membership but oes not a"ti#ely parti"ipate in an "ontribute to the team6s team6s work. ". Teams are sometimes 'sfun%tional . Many teams ha#e 'reat su""ess* su""ess* but others e2perien"e si'nifi"ant failure. The ways in whi"h teams are mana'e plays the most "riti"al role in eterminin' how well they fun"tion. .

.* 7i#e "ommon ysfun"tions of teams are la"k of trust* fear of "onfli"t* la"k of "ommitment* a#oian"e of a""ountability* a""ountability* an inattention to results.

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A. Work team effe"ti#eness is base on three out"omes+ out"omes+ prou"ti#e output4the -uality an -uantity of task outputs as efine by team 'oals: personal satisfa"tion4the team6s team6s ability to meet the personal nees of o f its members to maintain their membership an "ommitment: an "apa"ity to aapt an an  learn4the ability of teams to brin' 'reater knowle'e an skills to 8ob tasks an enhan"e the potential of the or'ani%ation to respon to new threats or opportunities. B. The fa"tors fa"tors that influen"e influen"e team effe"ti effe"ti#eness #eness be'in be'in with the or'ani%ati or'ani%ational onal "onte2t "onte2t in whi"h the team operates4the stru"ture* strate'y* en#ironment* "ulture* an rewar systems. Mana'ers efine teams within that "onte2t. Important team "hara"teristi"s are are the type of team* the team stru"ture* an the team "omposition. "omposition. These team "hara"teristi"s influen"e pro"esses internal to the team* whi"h affe"t output an satisfa"tion. 5oo team leaers unerstan an mana'e sta'es of team e#elopment* "ohesi#eness* norms* an "onfli"t to establish an effe"ti#e team. Dis"ussion Euestion F+ Ha(e ou e#$erien%e' an of the fi(e %ontri&utions of teams shown in "#hi&it 34!) with a team ou ha(e $arti%i$ate' in? Des%ri&e our e#$erien%e an' wh ou thin that the team was a&le to make that s$e%ifi% %ontri&ution! (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG IV. IV. VI&TA1 VI&TA1 T!AM$

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Chapter 18

A. A )irt$a' tea! is mae up of 'eo'raphi"ally or or'ani%ationally isperse members linke throu'h a#an"e information an tele"ommuni"ations te"hnolo'ies. Thou'h some #irtual teams in"lue only or'ani%ational members* they may also in"lue "ontin'ent workers* members of partner or'ani%ations* "ustomers* suppliers* an "onsultants. Members use e3mail* e3mail* #oi"e mail* #ieo"onferen"in'* Internet an intranet intranet te"hnolo'ies* an "ollaboration software althou'h they may meet fa"e3to fa"e. B. Many #irtu #irtual al teams teams are are also also 'lobal 'lobal teams* G'&+a' tea!" are work teams mae up of members of ifferent nationalities whose a"ti#ities span multiple "ountries. 5lobal teams "an present enormous "hallen'es for team leaers* who ha#e to bri'e 'aps ' aps of time* istan"e* an "ulture. Members of 'lobal teams teams may speak ifferent ifferent lan'ua'es* use ifferent te"hnolo'ies* an ha#e ifferent beliefs about authority* authority* time orientation* an e"ision makin'. Culture ifferen"es ifferen"es "an si'nifi"antly affe"t affe"t team3workin' relationships. C. 7or a 'lobal team team to be effe"ti#e effe"ti#e** all team members members ha#e to be willin' willin' to e#iate e#iate somewhat from their own #alues an norms an establish establish norms for the team. Carefully sele"tin' team members* builin' trust* an sharin' information are also "riti"al to su""ess. Virtual teams are hi'hly fle2ible fle2ible an ynami". Team leaership is typi"ally share or altere epenin' on the area of e2pertise neee at ea"h sta'e of the pro8e"t. Team membership may "han'e -ui"kly* epenin' on the tasks. D. ne a#anta'e a#anta'e of a #irtual #irtual team is the ability ability to assembl assemblee the best 'roup 'roup to "omplete "omplete a "omple2 pro8e"t* sol#e a problem* or e2ploit a strate'i" opportunity. opportunity. The su""ess of #irtual teams epens on usin' te"hnolo'y to buil relationships* shapin' "ulture throu'h te"hnolo'y* te"hnolo'y* an monitorin' pro'ress an rewarin' rewarin' members. The i#erse mi2 of people "an fuel "reati#ity an inno#ation. r'ani%ations "an sa#e employees employees time an "ut tra#el e2penses when people meet in #irtual rather than physi"al spa"e. !. $ome "riti"al "riti"al areas areas mana'ers mana'ers shoul fo"us fo"us on in leain' leain' #irtual #irtual teams in"lue+ in"lue+ usin' te"hnolo'y to buil relationships: shapin' "ulture throu'h te"hnolo'y: an monitorin' pro'ress an rewarin' members.   

Dis"ussion Euestion F+ Dis%uss how the 'ilemmas of teamwork might &e intensifie' intensifie' in a (irtual team! What 'ilemmas 'o ou feel when when ou ha(e to 'o %lass assignments as $art of a team? Dis%uss! (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG Dis"ussion Euestion F>+ *magine ourself as a $otential mem&er of a team res$onsi&le res$onsi&le for 'esigning a new $a%kage for a &reakfast &reakfast %ereal! %ereal! Do ou think inter$ersonal skills skills woul' &e euall im$ortant if the team is organi+e' organi+e' fa%e to fa%e (ersus a (irtual team? Wh or wh not? Might 'ifferent 'ifferent t$es of inter$ersonal skills &e reuire' reuire' for the two t$es of teams? 5e s$e%ifi%! /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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(T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG IV. IV. T!AM C)A&ACT!&I$TIC$ C)A&ACT !&I$TIC$ The ne2t issue of "on"ern for mana'ers is esi'nin' the team team for 'reater effe"ti#eness. effe"ti#eness. ne fa"tor is team "hara"teristi"s* "hara"teristi"s* whi"h affe"t team team ynami"s an performan"e. Chara"teristi"s of "on"ern in"lue team si%e* i#ersity* i#ersity* an member roles. A. $i%e ,. (umerous (umerous stuies stuies ha#e foun that that smaller smaller teams perform perform better better than lar'er lar'er teams* teams* althou'h most resear"hers also say it6s it6s impossible to spe"ify an optimal team si%e. Teams nee to be lar'e enou'h to in"orporate the i#erse skills neee to "omplete a task* enable members to e2press 'oo an ba feelin's* an a''ressi#ely sol#e problems. . )owe#er* )owe#er* they they shoul shoul also be small small enou'h enou'h to permit permit ea"h member member to feel feel like like an intimate part of the team an to "ommuni"ate effe"ti#ely an effi"iently effi"iently.. In 'eneral* as a team in"reases in si%e* it be"omes harer for ea"h member to intera"t an influen"e others. B. Di#e Di#errsit sity ,. &esear"h &esear"h shows shows that that i#erse i#erse teams teams are are more more inno#ati# inno#ati#e. e. In aitio aition* n* i#ersit i#ersity y may "ontribute to a healthy le#el of "onfli"t that leas to better e"ision makin'. &e"ent resear"h also shows that both fun"tional i#ersity an 'ene r i#ersity "an ha#e a positi#e impa"t on work team performan"e. . &a"ial* &a"ial* national national an ethni" ethni" i#ersity i#ersity "an also also be 'oo for for teams* teams* but in the the short term term these ifferen"es mi'ht hiner team intera"tion intera"tion an performan"e. Teams of ra"ially an "ulturally i#erse members ten to ha#e more iffi"ulty learnin' to work well to'ether* but with effe"ti#e leaership* problems fae. C. Memb Member er &ole &oless ,. 7or a team to be su""essfu su""essful* l* it must mainta maintain in its members6 members6 so"ial so"ial well3bein' well3bein' an a""omplish its task. The re-uirements for task task performan"e an so"ial satisfa"tion satisfa"tion are met by the emer'en"e of two types of roles+ task spe"ialist an so"ioemotional. . Peop People le who who pla play y the the ta", "pe%ia'i"t r&'e help the team rea"h its 'oal an often ha#e the followin' beha#iors+ a. Ini Initiat tiatee ie ieas as /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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Chapter 18

b. ". . e.

5i#e opinions $eek $eek info inform rmat atio ion n $ummari%e !ner'i%e

9. !mpl !mploy oyee eess who who aopt aopt a "&%i&e!&ti&na' r&'e support team members6 emotional nees an ten to o the followin'+ a. !n"oura'e b. )armoni%e ". &eu &eu"e "e tensi ension on . 7ollow e. Comp ompromise Dis"ussion Euestion F;+ Resear%h on team intera%tions 'es%ri&e' 'es%ri&e' in the %ha$ter in'i%ates that when $eo$le eat lun%h at 3)-$erson ta&les, the are more $ro'u%ti(e $ro'u%ti(e an' %olla&orati(e than when the eat at 6-$erson ta&les, e(en e( en if the aren7t aren7t eating with their own team mem&ers! What 'o ou think woul' e#$lain this fin'ing! (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG N"W M8N89"R S"L-T"ST: S"L-T"ST: WH8T T"8M R.L" D. Y./ PL8Y? PL8Y? Both task3spe"ialist an so"ioemotional roles are ne"essary for team su""ess. $tuents "an assess whether they naturally fo"us more on a"hie#in' a"h ie#in' the team6s task or on meetin' the so"ial nees of members. V. T!AM P&C!$$!$

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A. $ta'es $ta'es of Team De#el De#elopm opment ent ,. 7ormin' a. The #&r!in sta'e of e#elopment is a perio of orientation an 'ettin' a"-uainte. n"ertainty is hi'h at this sta'e* an members usually a""ept whate#er power or authority is offere by either formal or informal leaers. b. The team leaer shoul pro#ie time for members to 'et a"-uainte with one another an en"oura'e them to en'a'e in informal so"ial is"ussions. . $tormin' a. Durin' the "t&r!in sta'e* ini#iual personalities emer'e an "onfli"t an isa'reement "reate a 'eneral la"k of unity unity.. People may isa'ree o#er their /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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per"eptions of the team6s team6s mission* members may 8o"key for position* or "oalitions an sub'roups base on "ommon interests may form. b. The leaer shoul en"oura'e parti"ipation by ea"h team member. 9. (ormin' a. Duri urin' the n&r!in sta'e* "onfli"t is resol#e* team harmony an unity e#elop* an team norms an #alues e#ol#e. Consensus e#elops about who has the power* who is the leaer* leaer* an members6 roles. b. Members "ome to a""ept an unerstan one another. 1eaers shoul emphasi%e unity within the team an help h elp "larify team norms an #alues. ;. Performin' a. Duri urin' the per#&r!in sta'e* the ma8or emphasis is on problem sol#in' an a""omplishin' the team task. Members are "ommitte "ommitte to the team6s team6s mission. They are "oorinate with one on e another an hanle isa'reements in a mature way. b. They "onfront an resol#e problems in the interest of task a""omplishment. The leaer shoul "on"entrate on mana'in' hi'h task performan"e. >. A8our ournin' a. The ad-&$rnin sta'e o""urs in teams that ha#e a limite task to perform an are isbane upon task "ompletion. "ompletion. The emphasis is on wrappin' up an 'earin' own. Task performan"e is no lon'er a hi'h priority b. The leaer may wish to isban the team with a ritual or "eremony* "eremony* perhaps 'i#in' out pla-ues an awars to si'nify "losure an "ompleteness. 0. The fi#e fi#e sta'es sta'es of team e#elop e#elopment ment typi"al typi"ally ly o""ur o""ur in se-uen"e. se-uen"e. In teams teams uner uner time pressure or that e2ist for a short perio of time* the sta'es may o""ur rapily. The sta'es may be a""elerate for #irtual teams. Dis"ussion Euestion F9+ Su$$ose that ou are the lea'er of a team that has 2ust &een %reate' to 'e(elo$ a new registration $ro%ess $ro%ess at our %ollege or uni(ersit! uni(ersit! How %an ou use an un'erstan'ing of the stages of team 'e(elo$ment to im$ro(e our team7s team7s effe%ti(eness? (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG B. Buili Builin' n' a Cohes Cohesi#e i#e Team. eam. /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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Chapter 18

Tea! %&he"i)ene"" "on"erns the e2tent to whi"h members are attra"te to the team an moti#ate to remain in the team. team. )i'h "ohesi#eness is normally normally "onsiere a positi#e feature of teams.

,. Determ Determina inants nts of team team "ohesi "ohesi#ene #eness ss a. Team intera%tion. intera%tion. The 'reater the "onta"t amon' members* the more "ohesi#e the team will be. b. Share' goals. goals. A'reein' on purpose an ire"tion bins the team to'ether. to'ether. ". Personal attra%tion to the team. team. Members ha#e similar similar attitues an #alues an en8oy bein' to'ether. to'ether. . Presen%e of %om$etition. %om$etition. This "auses the the 'roup to want to win. e. Team su%%ess. su%%ess. $u""ess is a fa#orable e#aluation of the team by outsiers. . ConseConse-uen uen"es "es of of Team Team Cohe Cohesi# si#enes enesss a. Morale Morale is hi'her hi'her in "ohesi "ohesi#e #e teams teams be"ause be"ause of in"rease in"rease  "ommuni"ati "ommuni"ation on amon' members* an member parti"ipation parti"ipation in team team e"isions an a"ti#ities. a"ti#ities. )i'h "ohesi#eness has almost 'oo effe"ts on the satisfa"tion an moral of team members. b. Prou"ti#ity tens to be more uniform. Prou"ti#ity epens on the relationship between mana'ement an the team: "ohesi#e teams attain their 'oals an enfor"e norms that "an result in #ery hi'h or #ery low prou"ti#ity. Dis"ussion Euestion F@+ Some $eo$le argue that the $resen%e of an outsi'e ou tsi'e threat %orrelates %orrelates with a high 'egree 'egree of team %ohesion! Woul' ou agree or 'isagree? "#$lain our answer! answer! (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG C. !stablishe !stablishe  Team (orms

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,. A tea! n&r! is a stanar of "onu"t that is share by team members an 'uies their beha#ior. beha#ior. (orms are informal an #aluable be"ause they efine bounaries of a""eptable beha#ior. beha#ior. They pro#ie a frame of referen"e for ri'ht an wron'. (orms ientify key #alues* "larify role e2pe"tations* an fa"ilitate team sur#i#al.



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. (orms be'in be'in to e#elop e#elop in the the first first intera"ti intera"tions ons amon' member memberss of a new team. team. ther influen"es on team norms in"lue "riti"al e#ents e#en ts in the team6s history history** as well as beha#iors* attitues* an norms that members brin' them from outsie the team. (orms apply to aily beha#ior* employee output* an performan"e e#ol#e* lettin' e#eryone know what is a""eptable. 9. 7our "ommon "ommon ways in in whi"h norms norms to e#elop e#elop for "ontrol "ontrollin' lin' an ire"ti ire"tin' n' beha#ior beha#ior in"lue+ a. 1riti%al e(ents. e(ents. Criti"al e#ents establish establish pre"eent an lea to the "reation of a norm. b. Prima%. Prima%. Prima"y means that the first first beha#iors that o""ur in a team often set team e2pe"tations. ". 1arro(er &eha(iors. &eha(iors. Carryo#er beha#iors brin' brin' norms into the team from outsie. . "#$li%it statements. statements. With With e2pli"it statements* team leaers or members establish establish norms. This "an be a hi'hly effe"ti#e effe"ti#e way for leaers to influen"e or "han'e team norms. Dis"ussion Euestion F,/+ *f F,/+ *f ou were the lea'er of a newl forme' team, what might ou 'o to make sure that the team 'e(elo$e' norms of high $erforman%e? (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG VI. MA(A5I(5 MA(A5I(5 T!AM C(71ICT C&n#'i%t refers to anta'onisti" intera"tion in whi"h one party attempts to blo"k the intentions or 'oals of another. f all the skills re-uire for effe"ti#e effe"ti#e team mana'ement* none is more important than hanlin' the "onfli"ts "onfli"ts that ine#itably rise amon' team team members. When people work to'ether in teams* some "onfli"t is ine#itable: "onfli"t "an arise amon' team members or between teams. Competition* whi"h is ri#alry ri#alry amon' ini#iuals or teams* teams* "an ha#e a healthy impa"t be"ause it ener'i%es people towar hi'her performan"e.

A. Types of Confli Confli"t "t ,. Ta", %&n#'i%t refers to isa'reements amon' people about the 'oals to be a"hie#e or the "ontent of the tasks to be performe. Re'ati&n"hip %&n#'i%t refers to interpersonal in"ompatibility that "reates tension an personal animosity amon' people. . In 'eneral* 'eneral* resear"h resear"h su''ests su''ests that task task "onfli"t "onfli"t "an be benefi"i benefi"ial al be"ause it it leas to to better e"ision makin' an problem sol#in'. n the other han* relationship "onfli"t is typi"ally asso"iate with ne'ati#e "onse-uen"es for team effe"ti#eness.



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Chapter 18

B. Balan"in' Balan"in' Confli"t Confli"t an Cooperation Cooperation

!2hibit !2hibit ,@.

,. A heal healthy thy le#el le#el of "onf "onfli" li"tt helps helps to pre#en pre#entt grou$think * whi"h is the tenen"y for people to be so "ommitte to a "ohesi#e team that they are relu"tant to e2press "ontrary opinions. )owe#er* "onfli"t "onfli"t that is too stron' stron' an fo"use on personal rather than work issues* or not mana'e appropriately "an be ama'in' to the team6s morale. Too mu"h "onfli"t "an be estru"ti#e* tear tear relationships apart* an interfere interfere with the healthy e2"han'e of ieas an information. . Team leaers leaers ha#e ha#e to fin fin the ri'ht ri'ht balan"e balan"e between between "onfli"t "onfli"t an an "ooperation "ooperation.. Too little "onfli"t e"reases team performan"e be"ause there are no mi2e mi2e opinions. Too mu"h "onfli"t pre#ents the team from "ooperati#e efforts an e"reases employee satisfa"tion an "ommitment* hurtin' team performan"e. C. Caus Causes es of of Conf Confli li"t "t ,. S%ar%e resour%es. resour%es. &esour"es in"lue money* money* information* information* an supplies. When employees or teams must "ompete for s"ar"e resour"es* "onfli"t will o""ur. . 9oal 'ifferen%es. 'ifferen%es. Confli"t often o""urs be"ause people are pursuin' "onfli"tin' 'oals: 'oal ifferen"es are natural in or'ani%ations. or'ani%ations. Ini#iual salespeople6s salespeople6s tar'ets may put them in "onfli"t with one another or with the sales mana'er. 9. 1ommuni%ation &reak'own. &reak'own. 7aulty "ommuni"ations result in in misunerstanin's amon' teams. Poor "ommuni"ation results results in misper"eptions misper"eptions an misunerstanin's misunerstanin's of other people an teams. In some "ases* information information is intentionally withhel* withhel* whi"h "an 8eopari%e trust an lea to lon'3lastin' "onfli"t. ;. Trust issues. issues. If team members belie#e belie#e they are bein' left out of important "ommuni"ation intera"tions* "onfli"t "an arise ue to p er"ei#e la"k of trust. D. $tyles to )anle Confli"t

!2hibit ,@.,/

,. Teams as well as as ini#iuals ini#iuals e#elop e#elop spe"ifi" spe"ifi" styles styles for ealin' ealin' with "onfli"t "onfli"t** base on the esire to satisfy their own "on"ern #ersus the other party6s party6s "on"ern. The ma8or imensions are the e2tent to whi"h an ini#iual is asserti#e #ersus "ooperati#e in their approa"h to "onfli"t. . The follo followin win' ' are style styless to hanle hanle "onfl "onfli"t i"t++ a. Dominating stle. stle. &efle"ts asserti#eness asserti#eness to 'et one6s one6s own way. way. It shoul be use when -ui"k* e"isi#e a"tion is #ital on important issues or unpopular a"tions su"h as urin' emer'en"ies or ur'ent "ost "uttin'.



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b. 8(oi'ing 8(oi'ing stle. stle. &efle"ts neither asserti#eness asserti#eness nor "ooperati#eness. It shoul be use when the issue is tri#ial* there is no "han"e to win* a elay is neee* an a isruption woul be #ery "ostly ". 1om$romising stle. stle. &efle"ts a moerate moerate amount of both asserti#eness an "ooperati#eness. It shoul be use when 'oals on both sies are e-ually important* opponents ha#e e-ual power an want to split the ifferen"e* an ea"h sie nees a temporary or e2peient solution. . 8%%ommo'ating stle. stle. &efle"ts a hi'h e'ree of "ooperati#eness. It shoul shoul be use when people reali%e they are wron'* an issue is more important to others than to oneself* an one is builin' so"ial "reits for use in later is"ussions. Maintainin' harmony is important. e. 1olla&orating stle. stle. &efle"ts a hi'h e'ree of asserti#eness asserti#eness an "ooperati#eness. It shoul be use when both parties nee to win* both sets of "on"erns are too important to be "ompromise* an insi'hts from ifferent people nee to be mer'e. Commitment of both sies is is neee for a "onsensus. !. (e'o (e'ottiati ation ,. Types ypes of of ne'o ne'oti tiat atio ion. n. Ne&tiati&n means that the parties en'a'e in 'i#e3an3take is"ussions an "onsier #arious alternati#es to rea"h a 8oint e"ision that is a""eptable to both parties. a. Interati)e ne&tiati&n is base on a win3win assumption* in that all parties want to "ome up with a "reati#e solution that "an benefit both sies of the "onfli"t. People look at the issues from multiple an'les* " onsier trae3offs* an try to e2pan the pieJ rather than i#ie it. b. Di"tri+$ti)e ne&tiati&n assumes the si%e of the pieJ is fi2e an ea"h party attempts to 'et as mu"h of it as they "an. This win3lose approa"h is "ompetiti#e an a#ersarial rather than "ollaborati#e* an oes not typi"ally lea to positi#e po siti#e lon'3term relationships. . &ules &ules for for rea"hi rea"hin' n' a win3w win3win in solu solutio tion n a. Se$arate the $eo$le $eo$ le from the $ro&lem. $ro&lem. $tay fo"use on the problem an on6t atta"k ea"h other. other. b. o%us on interests, not %urrent %urrent 'eman's. 'eman's. Demans are what the parties want: interests are why they want those thin's. ". Listen an' ask uestions. uestions. $mart ne'otiators want to to learn the other sie6s sie6s "onstraints so that they "an help o#er"ome o# er"ome them. /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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Chapter 18

. *nsist that results results &e &ase' on o&2e%ti(e stan'ar's. stan'ar's. $u""essful ne'otiation fo"uses on ob8e"ti#e "riteria rather than sub8e"ti#e 8u'ments. Dis"ussion Euestion F0+ *f ou were the lea'er of a s$e%ial-$ur$ose team 'e(elo$ing a new %om$uter game an' %onfli%ts arose relate' relate' to $ower $ ower an' status 'ifferen%es among team mem&ers, what woul' ou 'o? How might ou use the (arious %onfli%t resolution resolution te%hniues 'es%ri&e' in the %ha$ter? (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG Dis"ussion Euestion F,+ .ne %om$an ha' 6; $er%ent of its workers an' ); $er%ent of its managers resign 'uring the first first ear after reorgani+ing reorgani+ing into teams! What might a%%ount for this 'ramati% turno(er? How might managers ensure ensure a smooth transition transition to teams? (T!$ GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGG

An".er" t& End(&#(Chapter End(&#(Chapter Di"%$""i&n /$e"ti&n" ,. .ne %om$an ha' 6; $er%ent of its workers an' ); $er%ent of its manager7s resign 'uring the first ear after reorgani+ing reorgani+ing into teams! What might a%%ount for this 'ramati% turno(er? How might managers ensure a smooth transition transition to teams? ne of the iffi"ult e2perien"es for "ompanies that be'in the re#olution towar empowerment an teamwork is that many employees are not "omfortable in the new "ulture. Appro2imately one3thir of employees embra"e the "han'e enthusiasti"ally* enthusiasti"ally* one3thir will 'o alon'* an one3thir will resist. resist. The resisters typi"ally typi"ally are employees who o not ha#e the so"ial an personal skills to work in partnership with others on teams* an who want narrowly efine 8obs with little e"ision3makin' responsibility responsibility.. These employees prefer workin' alone within the #erti"al #erti"al hierar"hy to teamwork. They often seek that kin of situation in a new 8ob. Companies that spen too mu"h time time tryin' to "on#ert the resisters resisters threaten the smooth transition transition pro"ess. These people lea#e* as a natural part of the "han'e pro"ess seems to work best. . Ha(e ou e#$erien%e' an of the fi(e %ontri&utions of teams shown in "#hi&it 34!) with a team ou ha(e $arti%i$ate' in? Des%ri&e our e#$erien%e an' wh ou think that that the team was a&le to make that s$e%ifi% %ontri&ution! $tuents6 answers will #ary. /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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9. Su$$ose that ou are the lea'er of a team that has 2ust &een %reate' to 'e(elo$ a new registration $ro%ess at our %ollege or uni(ersit! How %an ou use an un'erstan'ing of the stages of team 'e(elo$ment to im$ro(e our team7s effe%ti(eness? As a leaer of an employee 'roup "har'e with e#elopment of a new re'istration pro"ess woul be "hallen'in'. As a leaer of this pro8e"t* it will be important to e#elop sta'e one formin'J to formulate the employee 'roup or team as to ientifyin' the role of ea"h team member. &esponsibility must be assi'ne an this 'roup must meet on a re'ular basis. In sta'e two stormin'J* the 'roup will parti"ipate* share ieas* a'ree an isa'ree on issues relatin' to stuent re'istration. In sta'e three normin'J* the team will start to "ome to'ether an will seek inno#ati#e te"hni-ues to problem sol#e an impro#e upon stuent re'istration. In sta'e four performin'J* the team is "ollaboratin'* wo rkin' to'ether an fun"tionin' as an effe"ti#e team. &e"ommene operatin' pro"eures are forth"omin' to impro#e the effe"ti#eness of stuent re'istration. 7inally* in sta'e fi#e a8ournin'J* this team is isbane ue to the re"ommene strate'ies of impro#in' the re'istration pro"ess. ;. Resear%h on team intera%tions 'es%ri&e' in the %ha$ter in'i%ates that when $eo$le eat lun%h at 3)-$erson ta&les, the are more $ro'u%ti(e an' %olla&orati(e than when the eat at 6 $erson ta&les, e(en if the aren7t eating with their own team mem&ers! What 'o ou think woul' e#$lain this fin'ing! Answers will #ary. !atin' lun"h to'ether oes not "onstitute a team. A team must ha#e share 'oals. )owe#er* ,3person tables allow for more i#ersity. &esear"h shows that i#ersity prou"es more inno#ati#e solutions. Di#ersity in terms of fun"tional area an skills* thinkin' styles* an personal "hara"teristi"s is often a sour"e of "reati#ity. In aition* i#ersity may "ontribute to a healthy le#el of isa'reement that leas to better e"ision makin'. &esear"h stuies show both fun"tional i#ersity an emo'raphi" i#ersity "an ha#e a positi#e impa"t. &e"ent resear"h su''ests that 'en er i#ersity with more women leas to better performan"e. >.

*magine ourself as a $otential mem&er of a team res$onsi&le for 'esigning a new $a%kage for a &reakfast %ereal! Do ou think inter$ersonal skills woul' &e euall im$ortant if the team is organi+e' fa%e to fa%e (ersus a (irtual team? Wh or wh not? Might 'ifferent t$es of inter$ersonal skills &e reuire' for the two t$es of teams? 5e s$e%ifi%! Althou'h stuents may ha#e ifferin' opinions* it is likely that interpersonal skills woul be more important when a team is or'ani%e fa"e to fa"e than for a #irtual team. While interpersonal skills are still important for both types of teams* the relati#e isolation of members in a #irtual team reu"es the potential for personality "lashes* power stru''les* an other interpersonal issues amon' those members. In a team that is or'ani%e fa"e to fa"e* the nee for interpersonal skills will probably "enter more on resol#in' interpersonal "onfli"ts* whereas the nee for interpersonal skills in a /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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Chapter 18

#irtual team will probably "enter more on a"hie#in' "ooperation an "oorination amon' members separate by time an istan"e. 0. *f ou were the lea'er of a s$e%ial-$ur$ose team 'e(elo$ing a new %om$uter game an' %onfli%ts arose relate' relate' to $ower an' status 'ifferen%es among team mem&ers, what woul' ou 'o? How might ou use the (arious %onfli%t-resolution %onfli%t-resolution te%hniues 'es%ri&e' in the %ha$ter? The leaer of a spe"ial purpose team of formulatin' an inno#atin' a "omputer 'ame woul e#ol#e from the "reati#ity of this 'roup. The intuition an iea 'eneration woul "ome from ini#iuals possessin' a ri'ht hemisphere of the brain approa"h. Team members will ha#e ifferent #iews an ieas an a power stru''le may result amon' the team. A natural phenomenon is "onfli"t* an will be"ome a reality espe"ially in resear"hin' a new prou"t. The metho of mana'in' "onfli"t is healthy* healthy* an is a "hallen'e to mana'ement. A mana'er may be re-uire to stimulate stimulate "onfli"t when the team is "ompla"ent. )owe#er* "onfli"t must must be resol#e when there is a power stru''le or status 'i#en to "ertain members of the team. The way to resol#e this "onfli"t is either to for"e* a""ommoate* "ompromise* anor "ollaborate with the members of the team. The means of reu"in' "onfli"t will #ary* #ary* base on the situation or en#ironment the leaer is e2pose to. .

"#$erts sa that for teams to fun%tion well, mem&ers ha(e to get to know one another in some 'e$th! What s$e%ifi%all woul' ou 'o to fa%ilitate this in a %olo%ate' team? team? What a&out in a glo&al (irtual team? ne 'oo way to fa"ilitate team members 'ettin' to know one another in a "o3lo"ate team is to en"oura'e parti"ipation to'ether in a"ti#ities a"ti#ities outsie of work. As members parti"ipate parti"ipate to'ether in ser#i"e or re"reational a"ti#ities outsie work* they "an be"ome better a"-uainte an be'in to buil trust amon' amon' themsel#es. There are also the more traitional traitional team3builin' inter#entions su"h as ropes "ourses* retreats* an others. 7or a 'lobal #irtual team* it mi'ht be useful to "reate some #irtual re"reational a"ti#itiesJ in whi"h members "oul parti"ipate. Althou'h this approa"h woul probably not be as effe"ti#e as the fa"e to fa"e a"ti#ities in whi"h members of a "o3lo"ate team "o ul parti"ipate* if esi'ne properly* these online a"ti#ities "oul still be effe"ti#e in helpin' members of a 'lobal #irtual team 'et to know ea"h other in a settin' not ire"tly relate to work.

@. Some $eo$le argue that the $resen%e of an outsi'e threat %orrelates %orrelates with a high 'egree of team %ohesi(eness! Woul' ou agree or 'isagree? 'isagree? "#$lain our answer! answer! Most stuents will probably a'ree that an outsie threat  oes "orrelate with a hi'h e'ree of of team "ohesi#eness. The reason is that people ten to raw to'ether when threatene threatene by an outsie for"e* 8ust as with family members who may fi'ht amon' themsel#es but stan to'ether to fi'ht someone from outsie the family who threatens them.



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As a 'eneral rule* team "ohesi#eness is asso"iate with hi'her performan"e. )owe#er* an interestin' fin from resear"h is that the "ohesi#e "ohesi#e team "an efine performan"e. If the 'oal of the "ohesi#e team is to reu"e performan"e be"ause of a poor relationship with mana'ement* the "ohesi#e team will perform perform terribly. terribly. When teams ha#e a 'oo relationship relationship with mana'ement an the performan"e p erforman"e norms are hi'h* then hi'hly "ohesi#e " ohesi#e teams will outperform teams that are lower in "ohesi#eness. . Dis%uss how the 'ilemmas of teamwork might &e intensifie' intensifie' in a (irtual team! What 'ilemmas 'o ou feel when ou ha(e to 'o %lass %lass assignments as $art of a team? Dis%uss! There are three primary reasons teams present a ilemma ilemma for most people. 7irst* people ha#e to 'i#e up their inepenen"e. When people be"ome part of a team* their their su""ess epens on the team6s su""ess: therefore* therefore* they are epenent epen ent on how well other people peo ple perform* not 8ust on their own ini#iual initiati#e initiati#e an a"tions. This "an easily be e2a"erbate by the 'eo'raphi" istan"e between people that "an a"t to in"rease the psy"holo'i"al istan"e* or per"ei#e anonymity* between them* thus in"reasin' in"reasin' the an2iety asso"iate with epenin' on someone you on6t know #ery well. $e"on* people ha#e to put up with free riers. riers. The term free rier rier refers to a team member who attains benefits from team membership but oes no t a"ti#ely parti"ipate in an "ontribute to the team6s team6s work. Closely relate to the issue of epenin' on others for su""ess* the in"rease in per"ei#e anonymity ano nymity also in"reases the likelihoo of some members a"tin' as free riers. It may be mu"h easier to a#oi a"ti#e parti"ipation in the team in a #irtual settin'. Thir* teams are sometimes sometimes ysfun"tional. Many teams ha#e 'reat su""ess* but others e2perien"e si'nifi"ant failure. The ways in whi"h teams are are mana'e plays the most "riti"al "riti"al role in eterminin' how well they fun"tion. The potential for ysfun"tion ysfun"tion is also in"rease by the 'eo'raphi" an psy"holo'i"al istan"e amon' members of a #irtual team. $tuents6 thou'hts about their own ilemmas will #ary* but most will relate in some way to the three issues es"ribe abo#e. ,/.

*f ou were the lea'er of a newl forme' team, what might ou 'o to make sure sure that the team 'e(elo$e' norms of high $erforman%e? $tuents6 answers answers will #ary. Probable answers shoul emphasi%e the followin' points. A team norm is a stanar of "onu"t that is share by team members an 'uies their beha#ior. (orms ientify ientify key #alues* "larify role e2pe"tations* an fa"ilitate team sur#i#al. (orms be'in to e#elop in the first intera"tions amon' members of a new team. ther influen"es on team norms in"lue "riti"al e#ents in the team6s history* history* as well as beha#iors* attitues* an norms that members brin' from outsie the team. (orms that apply to aily beha#ior* employee output* an performan"e e#ol#e* lettin' e#eryone know what is /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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a""eptable an ire"tin' a"tions towar a""eptable performan"e. 7our "ommon ways in whi"h norms e#elop human beha#ior are+ 

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Criti"al e#ents+ Criti"al e#ents establish pre"eent an lea to the "reation of a norm. Prima"y+ Prima"y means that the first beha#iors that o""ur in a team often set team e2pe"tations. Carryo#er beha#iors+ Carryo#er beha#iors brin' norms into the team from outsie. !2pli"it statements+ With With e2pli"it statements* team leaers or members establish norms.

App'0 &$r S,i''"2 E3perientia' E3er%i"e Thi" and That2 Be"t Tea!45&r"t Tea!

$tuents are to think of two teams of whi"h they ha#e been membersKtheir best teams an their worst teams in terms of personal satisfa"tion satisfa"tion an team performan"e. Then* in small 'roups* they will tell ea"h other the stories of their best an worst team e2perien"es* an then 'o on with the remainin' parts of the e2er"ise. e2er"ise. The e2er"ise helps them ientify ientify key beha#iors that a""ount for their best an worst team e2perien"es* what fa"tors influen"e the presen"e of those beha#iors* what personal "han'es they shoul mae as ini#iuals to emonstrate more of the positi#e beha#iors an less of the ne'ati#e beha#iors* an how to help team leaers attain more positi#e beha#iors an less ne'ati#e beha#iors within their teams.

App'0 &$r S,i''"2 S!a'' Gr&$p Brea,&$t Tea! 6eed+a%, 6eed+a% , E3er%i"e

$tuents form 'roups of three to four* think about re"ent e2perien"es workin' in teams at work or s"hool* an answer four -uestions -uestions pro#ie in the e2er"ise. e2er"ise. $tuents then share their e2perien"es with 'roup members* lookin' for "ommon themes* important themes* an impli"ations of their e2perien"es.

App'0 &$r S,i''"2 Ethi%a' Di'e!!a One #&r A'' and A'' #&r One7

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ha "heate* nor i they ha#e any real means of o#ersi'ht to ensure that Paul i not "heat on the pro8e"t. If the appeals "ommittee is nothin' more than a rubber stamp for professors6 professors6 poli"ies* there is no point is ha#in' an appeals pro"ess. . inno%ent to some e#tent, &ut not as se(erel! se(erel! This "ompromise still sens the wron' messa'e to all of the stuents in the "lass who i not "heat on their pro8e"ts.

App'0 &$r S,i''"2 Ca"e #&r Criti%a' Ana'0"i" Are 5e a Tea!7

,. What t$e of team 'oes the new 1*. ha(e? What 'o ou see as the ke $ro&lem with the team? The new CI has a ysfun"tional team la"kin' trust* respe"t* "ohesion* an a breakown of 'enuine "ommuni"ation. Althou'h* the talent pool of the team is ama%in'* howe#er the team performan"e as a whole was isappointin'. !#en with mu"h talent in the teams of the "ompany* it was not able to 'row at a faster rate. The main problem was that the teams "onsiste of 'roups of ini#iualists who in6t know how to play as a team. There is la"k of trust an "ommuni"ation amon' the members of the teams an teams of ifferent epartments. Commitment towar mutual su""ess is absent in the teams. . How 'o ou think the team e(ol(e' to this low le(el of %oo$eration an' %ohesi(eness? Team "ohesi#eness "on"erns the e2tent to whi"h members are attra"te to the team an moti#ate to remain in the team. Determinants of team "ohesi#eness are+ /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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Team intera"tion+ The 'reater the "onta"t amon' members* the more "ohesi#e the team will be. $hare 'oals+ A'reein' on purpose an ire"tion bins the team to'ether. Personal attra"tion to the team+ team+ Members ha#e similar attitues attitues an #alues an en8oy bein' to'ether. Presen"e of "ompetition+ This "auses the 'roup to want to win. Team su""ess+ $u""ess is a fa#orable e#aluation of the team by outsiers.

The team la"ke all of the abo#e fa"tors. 7rom the "onsistent remarks an opinions in the one3on3one meetin's* it was e#ient that the pre#ious CI* Bob* was ob#iously awe by the talent le#el of team members. This le to the re'ional heas into belie#in' that the CI wante them to su""ee by oin' as they thou'ht best for themsel#es. )i'h performers were territorial an the ea"h i#ision for itselfJ attitue starte be"omin' the "ultural norm in the "ompany. 9. What suggestion 'o ou ha(e for the 1*. to hel$ her turn this %olle%tion of in'i(i'ual regional an' 'e$artmental hea's into a to$-$erforming team? "#$lain! Work team effe"ti#eness is base on three out"omes+ Prou"ti#e output4the -uality an -uantity of task outputs as efine by team 'oals. ' oals. Personal satisfa"tion4the team6s team6s ability to meet the personal nees nee s of its members to maintain their membership an "ommitment. Capa"ity to aapt an learn4the ability of teams to brin' 'reater knowle'e an skills to 8ob tasks an enhan"e the potential of the or'ani%ation to respon to new threats or opportunities.  

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The fa"tors that influen"e team effe"ti#eness be'in with the or'ani%ational "onte2t in whi"h the team operates4the stru"ture* strate'y* strate'y* en#ironment* "ulture* an rewar systems. Mana'ers efine teams within that "onte2t. Important team "hara"teristi"s are the type of team* the team stru"ture* an the team "omposition. These team "hara"teristi"s influen"e pro"esses internal to the team* whi"h affe"t output an satisfa"tion. satisfa"tion. 5oo team leaers unerstan an mana'e sta'es of team e#elopment* "ohesi#eness* norms* an "onfli"t to establish an effe"ti#e team.

On the J&+ Vide& Ca"e An".er" T&$h M$dder2 Leadin tea!"

,. Ale2 Patterson notes that our eu"ational system is often fo"use on ini#iual a"hie#ement* but when we 'o out into the work worl as aults* almost all of us are re-uire to work in teams. In what ways oes this early fo"us on ini#iual work make it iffi"ult for us to work in teams? What shoul an ini#iual o to be"ome a 'oo team member* a""orin' to Patterson?



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Leadin Tea!"

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7o"us on ini#iual work is part of o f the eu"ational system an is seen in a"ti#ities su"h as marathons. )owe#er* in the real worlJ* work is far more "ollaborati#e. The e#ents pu t on in this "ompany tea"h people to 'et throu'h an e2perien"e to'ether. to'ether. The entire fo"us of this "ompany is to tea"h people how to o#er"ome obsta"les throu'h teamwork. A""orin' to Patterson a 'oo team members nees to be 'oo at his or her 8ob an also be 'oo at supportin' others in their 8obs. 7inin' out areas of weakness an offerin' assistan"e. . These Tou'h Tou'h Muer employees appear to be members of a hi'hly "ohesi#e team. What What are some of the -ualities es"ribe in the #ieo that ini"ate stron' "ohesi#eness? In"lue at least two spe"ifi" e2amples in your answer. $e#eral "hara"teristi"s of team stru"ture an "onte2t influen"e "o hesi#eness. 

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Team intera%tion. intera%tion. When team members ha#e fre-uent "onta"t* they 'et to know one another* "onsier themsel#es a unit* an be"ome more "o mmitte to the team. It is "lear that all e#ents are put on by teams of employees who wear multiple hats. The "ompany has 'rown to in"lue re'ional e#ents in the .H.* 5ermany* an Australia. Australia. 7or ea"h re'ion* there is o#ersi'ht to make sure that the bran is "onsistent worlwie* but there is fle2ibility* fle2ibility* an re'ional teams put pu t on e#ents that are not mi"ro3mana'e by the home offi"e. People ha#e the freeom to inno#ate. Share' goals! If goals! If team members a'ree on purpose an an  ire"tion* they will be more "ohesi#e. !#eryone in#ol#e in Tou'h Muer has the 'oal of o# er"omin' obsta"les throu'h teamwork. All e#ents worlwie support this o #er3ar"hin' 'oal. Personal attra%tion to the team* team* meanin' that members ha#e similar attitues an #alues an en8oy bein' to'ether. If a person prefers ini#iual a"ti#ities* that person woul run a marathon rather than parti"ipatin' in a team e#ent. This business attra"ts people who #alue "ollaboration. Team su%%ess su%%ess an the fa#orable e#aluation of the team by outsiers a to "ohesi#eness. "oh esi#eness. When a team su""ees in its task an others in the or'ani%ation re"o'ni%e the su""ess* members feel 'oo* an their "ommitment to the team will be hi'h. When a team su""essfully "ompletes an e#ent* there is a si'nifi"ant amount of prie felt both by those who parti"ipate in the e#ent an by those employees who worke to'ether to or'ani%e it.

Patterson e es"ribes the be benefits an an "hallen'es of workin' in an an op open3plan* "ollaborati#e workspa"e. Do you think you woul en8oy workin' in this type of team3"entri" en#ironment? !2plain why or why not in your answer. The benefits of workin' in an open3plan* "ollaborati#e workspa"e are that it fosters in"rease "ollaboration an as a result in"rease inno#ation. )owe#er. it is easy to 'et "au'ht up in answerin' the ne2t email or 'ettin' in#ol#e in the work of others rather than "ompletin' ini#iual work su"h as analy%in' ata or writin' a report. Tou'h Tou'h Muer tries to strike a /,0 Cen'a'e 1earnin'. All &i'hts &eser#e. May not be s"anne* "opie or upli"ate* or poste to a publi"ly a""essible website* in whole or in part .


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balan"e between "ollaborati#e an ini#iual work. If an employee wants to work at home an finish a report in a -uiet -u iet uninterrupte settin'* the "ompany allows it. Answers will #ary as to whether or not a stuent woul wish to work in a team3"entri" en#ironment. Many will en8oy the so"ial an professional intera"tion: howe#er* others prefer to work alone without interruptions.



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Daft12eIM_18_Ch 18.doc

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