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ORGS - Chapter 6
INTL 2300 - Chapter 6: Groups and Teamwork
| Term | Definition |
|---|---|
| Groups | Two or more people with a common relationship. |
| Teams | A small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. |
| 1. Problem-Solving (Process-Improvement) Teams 2. Self-Managed (Self-Directed) Teams 3. Cross-Functional Teams 4. Virtual Teams | Types of Teams |
| Problem-Solving (Process-Improvement) Teams | - Groups of 5 to 12 employees from the same department - Meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment |
| Self-Managed (Self-Directed) Teams | - Groups of 10 to 15 people - Take on responsibilities of their managers: Planning, scheduling work, assigning tasks, taking action on problems etc. |
| Cross-Functional Teams | Employees from about the same hierarchical level, but from different work areas, come together to accomplish a task |
| Virtual Teams | Use computer technology to tie together physically dispersed members to achieve a common goal. |
| Multiteam System | A collection of two or more interdependent teams that share a superordinate goal; a team of teams. |
| Roles | A set of expected behaviour patterns associated with someone occupying a given position in a social unit. |
| Role Expectations | How others believe a person should act in a given situation. |
| Role Conflict | A situation in which an individual is confronted by divergent role expectations. |
| Role Ambiguity | A person is unclear about his or her role. |
| Role Overload | Too much is expected of someone. |
| Role Underload | Too little is expected of someone, that person feels that they are not contributing. |
| Norms | Acceptable standards of behaviour within a group that are shared by the group’s members. |
| Performance: work ethic, work quality, levels of tardiness Appearance: personal dress, when to look busy, when to “goof off,” how to show loyalty Social arrangement: how team members interact Allocation of resources: pay, assignments, tools & equipment | What norms cover: |
| Conformity | Desire for acceptance by the group Adjusting one’s behaviour to align with the norms of the group |
| Stage 1: Forming Stage 2: Storming Stage 3: Norming Stage 4: Performing Stage 5: Adjourning | Stages of Group and Team Development |
| Forming | Stage 1 of Group and Team Development - Characterized by uncertainty and anxiety |
| Storming | Stage 2 of Group and Team Development - Characterized by intra-group conflict |
| Norming | Stage 3 of Group and Team Development - Characterized by close relationships and cohesiveness |
| Performing | Stage 4 of Group and Team Development - Achieved when the group is fully functional |
| Adjourning | Stage 5 of Group and Team Development - Concern with wrapping up activities rather than task performance for temporary groups |
| The Punctuated-Equilibrium Model | Consists of Phase 1, Transition and Phase 2 |
| Phase 1 | The first meeting sets the group’s direction. The first phase of group activity is one of inertia. |
| Transition | A transition takes place at the end of the first phase, which occurs exactly when the group has used up half its allotted time. The transition initiates major changes. |
| Phase 2 | A second phase of inertia follows the transition. The last meeting is characterized by markedly accelerated activity. |
| Characteristics of an Effective Team | Clear Purpose, Informality, Participation, Listening, Civilized Disagreement, Consensus Decisions, Open Communication, Clear Rules and Work Assignments, Shared Leadership, External Relations, Style Diversity and Self-Assessment |
| Clear Purpose | The vision, mission, goal or task of the team has been defined and is now accepted by everyone. There is an action plan. |
| Informality | The climate tends to be informal, comfortable, and relaxed. There are no obvious tensions or signs of boredom. |
| Participation | There is much discussion, and everyone is encouraged to participate. |
| Listening | The members use effective listening techniques such as questioning, paraphrasing and summarizing to get out ideas. |
| Civilized Disagreement | There is disagreement, but the team is comfortable with this and shows no signs of avoiding, smoothing over or suppressing conflict. |
| Consensus Decisions | For important decisions, the goal is substantial but not necessarily unanimous agreement through open discussion of everyone’s ideas, avoidance of formal voting or easy compromises. |
| Open Communication | Team members feel free to express their feelings on the tasks as well as on the group’s operation. There are a few hidden agendas. Communication takes place outside of meetings. |
| Clear Rules and Work Assignments | There are clear expectations about the roles played by each team member. When action is taken, clear assignments are made, accepted and carried out. Work is distributed among team members. |
| Shared Leadership | While the team has a formal leader, leadership functions shift from time to time depending on the circumstances, the needs of the group, and the skills of the members. The formal leader models the appropriate behaviour and helps establish positive norms. |
| External Relations | The team spends time developing key outside relationships, mobilizing resources and building credibility with important players in other parts of the organization. |
| Style Diversity | The team has a broad spectrum of team-player types including members who emphasize attention to task, goal setting, focus on process, and questions about how the team is functioning. |
| Self-Assessment | Periodically, the team stops to examine how well it is functioning and what may be interfering with its effectiveness. |
| Teamwork Skills | 1. Orients team to problem-solving situation 2. Organizes and manages team performance 3. Promotes a positive team environment 4. Facilitates and manages task conflict 5. Appropriately promotes perspective |
| Task-Oriented Roles | These group members ensure that the tasks are accomplished. |
| Maintenance Roles | These group members maintain good relations within the group. |
| Organizational Demography | The degree to which members of a work unit share a common demographic attribute, such as age, gender, race, educational level, or length of service in an organization. This impacts turnover (people leaving by choice, or being forced out). |
| Social Loafing | The tendency for individuals to expend less effort when working collectively than when working individually. |
| smaller | ___________ groups are faster at completing tasks |
| larger | When problem-solving, ___________ groups do better |
| - Teams should not be larger than necessary. - Individuals should be held accountable for their actions. | How can we reduce social loafing? |
| Context | Creating Effective Teams - Adequate Resources - Leadership and Structure - Climate of Trust - Performance Evaluation and Rewards |
| Composition | Creating Effective Teams - Skills - Personality of members - Allocation of roles - Diversity of members - The size of the team - Members’ preference for teamwork |
| Process | Creating Effective Teams - Common Plan and Purpose - Specific Goals - Team Efficacy - Mental Models - Managed Level of Conflict - Accountability |
| Effects of Group Processes | Potential group effectiveness + Process grains - Process losses = Actual group effectiveness |
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