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Final Exam MGMT 371
| Question | Answer |
|---|---|
| Diversity in the Workplace | The differences people bring to the workplace are valuable |
| Two issues that show how the environment and the workplace are changing | - Increased diversity - More women workers |
| 13.3 Projected changes in U.S. Civilian Labor Force | - Note how the hispanic population is growing a lot compared to other demographics |
| Diversity Challenges on a Global Scale | A common challenge is the progression of women into upper management |
| Generally speaking... | there is the same trend... more diversity |
| T/F: Companies in Japan are hiring more women | True |
| T/F: Lifetime employment and age-based promotion mean that most managers are female | False: "Male" |
| Name the countries that have laws to increase the representation of women on corporate boards (4) | Germany, Norway, France, and Spain |
| Diversity | all the ways in which people differ |
| T/F: Today, companies embrace a more inclusive definition of diversity | True |
| Inclusion | the degree to which an employee feels like an esteemed member of a group in which his or her uniqueness is highly appreciated |
| Managing diversity and inclusion | creating a climate in which potential advantages of diversity for organizational or group performance are maximized while potential disadvantages are minimized |
| 13.4 Traditional vs. Inclusive Models of Diversity: Traditional (6) | Age, race, gender, pay-level, disability, lifestyle |
| 13.4 Traditional vs. Inclusive Models of Diversity: Inclusive (14) | Rave, gender, lifestyle, pay level, function, competency, income, parent, language, work style, military experience, position, nationality, personality |
| Cognitive diversity or diversity of thought | achieved when a manager creates a heterogeneous team made up of individuals with diverse characteristics who bring different ideas, viewpoints, and ways of thinking and reasoning |
| What does cognitive diversity or diversity of thought do? (3) | Increases the chances of creating a hard-to-replicate competitive advantage.Pushing from a management standpoint so people think the same way. Pushes people to work harder cognitively to bridge differences and understand one another’s ideas and viewpoints |
| Diversity Dividends | - Better use of employee talent - Increased understanding of marketplace - Enhanced breadth of understanding among managers - Better team problem solving - Lower costs related to turnover, absenteeism lawsuits. |
| Factors Shaping Personal Bias (5) | - Unconscious bias - Prejudice - Discrimination - Stereotypes - Ethnoventrism |
| Unconscious bias | attitudes or stereotypes that affect our understandings and actions without our conscious knowledge which influences favorable and unfavorable assessments, actions, and decisions toward members of specific groups |
| T/F: Research documents that bias occurs outside of our awareness and despite good intentions | True |
| T/F: Companies are never going to provide unconscious bias training to all employees to increase awareness of hidden biases that may affect decisions | False: They are beginning to provide... |
| Prejudice | the tendency to view people who are different as benign deficient |
| Discrimination | acting out prejudicial attitudes toward other people who are targets of an individual’s prejudice |
| Stereotype | a rigid, exaggerated, irrational belief associated with a particular group of people |
| Stereotyping (3) | - Based on false assumptions, anecdotal evidence, or impressions without any direct experience with a group - Assigns negative traits to members of a group - Assumes that all members of a group have the same characteristics |
| Valuing Cultural Differences (3) | - based on cultural differences verified by scientific research methods. - Views cultural differences as positive or neutral - Does not assume that all individuals within a group have the same characteristics |
| Factors Affecting Women’s Careers (2) | - Glass ceiling - First rung |
| Glass ceiling | an invisible barrier that exists for women that limits their upward mobility in organizations. A common thing. |
| First rung | the first promotion onto the management career ladder |
| Ways for companies to facilitate reaching the first rung | - Start women in business-line positions - Offer development programs |
| T/F: Women might be better managers because of a more collaborative, less hierarchical, relationship-oriented approach in tune with today’s global and multicultural environment | False: Women might be better... |
| Reasons why companies believe that diversity initiatives have many benefits (5) | - Maintain competitive advantage - Improve employee morale - Decrease interpersonal conflict - Facilitate progress in new markets - Increase creativity |
| The most common diversity initiatives (3) | - Diversity-focused recruiting - Training and education - Community outreach |
| Diversity Initiatives and Programs (3) | - Enhancing structures and policies to facilitate and support diversity - Expanding recruitment to target a more diverse pool of applicants - Establishing sponsor relationships |
| Sponsor | a higher-ranking organizational member who is committed to providing upward mobility and support to a protege’s professional career |
| Coaching | engaging in regular conversations with an employee that facilitate learning and development by supporting strengths and overcoming obstacles to improve behavior and performance |
| Increasing awareness of sexual harassment | - Generalized (Jokes) - inappropriate/offensive (Directing comments to individual) - Solicitation with promise of reward ("If you do this") - Coercion with the threat of punishment ("If you don't do this) - Sexual crimes and misdemeanors (the action) |
| Employee resource group | based on social identity, such as gender or race, an organized within a company to focus on the concerns of employees from that group |
| Resource groups pursue a variety of activities and opportunities for interaction (6) | - Meeting to educate top managers - Mentoring programs - Networking events - Training sessions and skills seminars - Minority intern programs - Community volunteer activities |
| <<<< Chapter 13 /// Chapter 14 >>>> | Onto the next chapter... |
| Self-awareness | being aware of the internal aspects of one’s nature, such as personality traits, beliefs, emotions, and perceptions, and appreciating how your patterns affec other people |
| T/F: Effective leaders know who they are and what they stand for; To be a good manager, self-reflection is essential | True |
| Enhancing Self-Awareness (2) | - Solicit feedback - Self-assessment |
| Solicit feedback | Seeking feedback to enhance self-awareness improves performance and job satisfaction |
| Self-assessment | Reflection to gain insights into oneself from the results of self-assessment instruments |
| Self-confidence | general assurance in one’s own ideas, judgment, and capabilities |
| T/F: Self-efficacy is one dimension of self-discovery | False: It is one dimension of self-confidence |
| Two keys to self-awareness | Soliciting feedback + using self-awareness = Greater self awareness |
| Job satisfaction | the degree to which a person finds fulfillment in his or her job Managers create the environment that determines whether employees are positive or negative about their jobs |
| Organisational commitment | an employee’s loyalty to and engagement with the organization |
| Trust is an important component of organizational commitment | True |
| Perception | the cognitive process people use to make sense of the environment by selecting, organizing, and interpreting information from the environment |
| Perceptual distortions | errors in perceptual judgment |
| Stereotyping | the tendency to assign an individual to a group or broad category and then attribute generalizations about the group to the individual |
| Halo effect | overall impression based on one characteristic. |
| The Perception Process | - Observe: Observing information via the senses - Screen: Screening the information and selecting what to process - Organize: Organizing the selected data into patterns for interpretation and response |
| Stress | an individual’s physiological and emotional response to external stimuli that create physical or psychological demands that exceed the individual’s knowledge, abilities, or resources when important outcomes are at stake |
| Stressor | stimuli that produce a combination of frustration and anxieties. |
| Is all stress bad? | Some are good. |
| Resilience | the capability to persevere and to bounce back from adversity, conflict, and failure |
| Task/physical demands | Stressors arising from the tasks required of a person holding a particular job |
| Role ambiguity | people are unclear about the task behavior expected of them |
| Interpersonal demands | Stressors associated with relationships in the organization |
| Role conflict | occurs when an individual faces incompatible demands |
| Techniques individuals can use to enhance resilience and manage stress (4) | - Seek and destroy key sources of stress - Finding meaning and support - Mediate and manage your energy - Find a work-life balance |
| Factors managers can apply to protect and enhance well-being of individuals (2) | - Provide social support - Give employees more control |
| T/F: Personality tests are used now to see if an individual fits the culture and job role in an organization. | True |
| <<<< Chapter 14 /// Chapter 15 >>>> | Onto the next chapter pt. 2 |
| The styles of leadership that can be effective (3) | People, influence, and goals |
| Leadership | the ability to influence people toward the attainment of goals |
| T/F: Good management is essential to organizations, yet managers must be leaders too | True |
| Leadership promotes stability and order within the existing organizational structure | False: Managers promotes... |
| Management promotes vision and change | False: Leadership promotes... |
| Manager Qualities (7) | Focuses on the organization - rational; maintains stability; assigns tasks; organizes; analyzes; position power |
| Leader Qualities (7) | Focuses on people - Visionary; promotes change; defines purpose; empowers; innovates; personal power |
| Contemporary Leadership | Concepts of leadership evolve as the needs of the organization change |
| T/F: Leadership has evolved with technology, economic conditions, labor conditions, and social and cultural mores of the times and responsible for the response to the turbulence and uncertainty of the environment | True |
| Four approaches for today’s turbulent times | - Level 5 leadership - Servant leadership - Authentic leadership - Interactive leadership (gender differences) |
| Level 5 Leadership | Highest level in a hierarchy of manager capabilities |
| Lack of ego | Humility |
| Humility and three examples | being unpretentious and modest - Fierce resolve to do what is best for organization - May seem shy and self-effacing - Accept responsibility for failures and give credit for success to other people |
| Servant Leadership | transcending self-interest to serve others, the organization, and society |
| T/F: Authentic leaders give away power, ideas, information, recognition, credit, and money | False: Servant leaders... |
| Authentic leadership | draws on a leader’s self-awareness, self-regulation, and alignment of words and actions toward followers and inspire trust |
| T/F: An authentic leader places high value on personal relationships, supporting followers, and being courageous, and standing up to what one believes | True |
| Components of Authentic Leadership (5) | - Pursues purpose with passion - Practices solid values - Connects with others - Demonstrates self-discipline - Leads with the heart as well as the head |
| Interactive Leadership | leader favors a consensual and collaborative process, and influence derives from relationships rather than position power and formal authority |
| T/F: Some general characteristics are associated with Level 5 leaders and authentic leaders; also associated with male leaders | False: Female |
| Who rates higher: - developing others - driving for results - inspiring and motivating others - solving problems - building relationships - analyzing issues | - women - women - women - women and men - women - women and men |
| Leadership Traits | Early research on leadership focused on traits |
| Traits | distinguishing personal characteristics of a leader |
| T/F: Effective leaders possess varied traits and combine these with their strengths | True |
| Strengths | natural talents and abilities that have been supported and reinforced with learned knowledge and skills and provide each individual with the best tools for accomplishment and satisfaction |
| The 5 most common traits among bad managers | - doesn't communicate - plays favorites - doesn't show concern for other's career and personal development - bad-mouths people behind their backs - isn't open or interested in feedback |
| The 5 most common traits among great managers | - has strong work ethic - is honest - has a sense of humor - is confident - has a positive attitude |
| Contingency approaches | methods of exploring how the organizational situation influences leader effectiveness |
| Approaches (3) | - Situational model - Fielder’s contingency theory - Situational substitutes |
| Fiedler’s Contingency Theory | - Leader’s style is task-oriented or relationship-oriented - Leadership style is difficult to change |
| Favorability of a leadership situation can be analyzed in terms of three elements | - Quality of relationships between leader and followers - Degree of task structure - Extent to which the leader has formal authority over followers |
| Basically, Fiedler's Contingency Theory | is matching the person to the job/situation rather than only relying to what makes sense on paper. |
| Charismatic leadership | articulating a clear, appealing vision, exerting idealized influence, and providing inspirational motivation to stimulate people to do more than they would normally do, despite obstacles and personal sacrifice |
| Source of charismatic leader’s impact | - Lofty vision - Ability to understand and emphasize - Empowering and trusting subordinates |
| Vision | attractive, ideal future that is credible yet not readily available |
| Transformational leaders | individuals distinguish by their special ability to bring about innovation and change by creating an inspiring vision, shaping values, building relationships, and providing meaning for followers |
| Transactional leaders | individuals who clarify the role and task requirements of subordinates, initiate structure, provide appropriate rewards, and display consideration for followers |
| Power | potential ability to influence the behavior of others |
| Influence | the effect that a person’s actions have on the attitudes, values, beliefs, or behavior of others |
| Position power/Hard position power examples (3) | - Legitimate power - Reward power - Coercive power |
| Legitimate power | power that comes from a manager’s formal position in an organization and the authority granted by that position |
| Reward power | results from the authority to bestow rewards |
| Coercive power | stems from the authority to punish or recommend punishment |
| Personal soft power | - Expert power - Referent power |
| Expert power | power that results from a leader’s special knowledge or skills in the tasks performed by subordinates |
| Referent power | results from characteristics that command subordinates’ identification with, respect and admiration for, and desire to emulate the leader |
| Other sources of power not from organization or individual (3) | - Personal effort - Network of relationships - Information |
| Six Interpersonal Influence Tactics for Leaders | - appeal to higher authority - use rational persuasion - help people to like you - rely on the rule of reciprocity - develop allies - ask for what you want |
| Motivation | the forces either within or external to a person that arouse enthusiasm and persistence to pursue a certain course of action |
| T/F: Employee motivation affects productivity | True |
| T/F: It is easier to motivate people long term than short term | False: it is easier to motivate people short term than long term |
| T/F: An employee's job is to channel motivation toward the accomplishments of organizational goals and employees need motivate specific behaviors to fulfill the needs | False: A manager's job... |
| A simple model of motivation | Need: Creates desire to fulfill needs Behavior: Results in actions to fulfill needs Rewards: Satisfy needs; intrinsic or extrinsic rewards Feedback: Reward informs person whether behavior was appropriate and should be used again |
| Intrinsic rewards | the internal satisfactions and positive feelings that a person receives in the process of performing a particular action |
| Extrinsic Rewards | something given by another person, typically a manager; include promotions, praise, and pay increases |
| T/F: Effective managers want people to receive both intrinsic and extrinsic rewards | True |
| Four Categories of Motives Managers Can Use (Extrinsic) | Positive Approach: Rewards such as pay raises, bonuses, and praise Negative Approach: Threats and punishments |
| Four Categories of Motives Managers Can Use (Intrinsic) | Positive Approach: Helps people enjoy their work, get a sense of accomplishment Negative Approach: Tap into self-doubts |
| Content theories examples | emphasize the needs that motivate people |
| Examples of content theories (4) | - Maslow's hierarchy of needs theory - Alderfer's ERG Theory - Herzberg's two-factor theory - Acquired needs theory |
| Maslow’s Hierarchy of Needs (Lowest need to highest) | - Physiological needs - Safety needs - Belongingness needs - Esteem needs - Self actualization needs |
| Maslow’s Hierarchy of Needs (physiological needs) | heat, air, base salary |
| Maslow’s Hierarchy of Needs (safety needs) | safe work, fringe benefits, job security |
| Maslow’s Hierarchy of Needs (belongingness needs) | work groups, clients, coworkers, supervisors |
| Maslow’s Hierarchy of Needs (esteem needs) | recognition, approval, high status, increased responsibilities |
| Maslow’s Hierarchy of Needs (self-actualization needs) | opportunities for advancement, autonomy, growth, creativity |
| ERG theory | identifies three categories of needs - Existence needs - Relatedness needs - Growth needs |
| Existence needs | the needs for physical well-being |
| Relatedness needs | the need for satisfactory relationships with others |
| Growth needs | the needs that focus on the development of human potential and the desire for personal growth and increased competence |
| In Herzberg’s theory... | work characteristics associated with dissatisfaction differ from those about satisfaction |
| Hygiene factors | focus on lower-level needs and involve the presence or absence of job dissatisfiers |
| Motivators | influence job satisfaction based on fulfilling higher-level needs |
| Areas of satisfaction motivators (5) | - achievement - recognition - responsibility - work itself |
| Areas of dissatisfaction motivators (5) | - working conditions - pay and security - company policies - supervisors - interpersonal relationships |
| T/F: Hygiene influence level of satisfaction | False: Motivators |
| T/F: Motivators influence level of dissatisfaction | False: Hygiene |
| Acquired needs theory | certain types of needs are acquired during the individual’s lifetime - achievement - affiliation - power |
| Need for achievement | the desire to accomplish something difficult |
| Need for affiliation | the desire to form close personal relationships |
| Need for power | the desire to influence or control others, be responsible for others, have authority over others |
| Process theories | explanations of how people select behavioral actions to meet their needs and determine whether their choices are successful |
| Process theories examples (mentioned in class) (2) | - Goal-setting theory - Equity theory |
| Goal-setting Theory | proposes that managers can increase motivation and enhance performance by setting specific, challenging goals and providing timely feedback |
| Key components of goal setting theory | - Goal specificity - Goal difficulty - Goal acceptance - Feedback |
| Criteria for Motivational Goals | - accepted - challenging - provide feedback - specific all contribute to higher motivation |
| Equity theory | focuses on individuals’ perceptions of how fairly they are treated compared to others |
| Equity | the ratio of one person’s inputs to outcomes equals the ratio of another’s inputs to outcomes |
| T/F: Equity occurs when inputs-to-outcomes ratios are out of balance | False: Inequity |
| Common methods to reduce perceived inequity (4) | - Change work effort - Change outcomes - Change perspectives - Leave the job |
| Reinforcement theory | looks at the relationship, between behavior and its consequences; focuses on changing employees’ on-the-job behavior through the appropriate use of immediate rewards and punishments |
| Continuous Reinforcement | reinforce every behavior |
| Partial reinforcement: fixed interval | reinforce behaviors on a schedule (some) - ex: giving a dog a treat ever 3rd time |
| Partial reinforcement: variable interval | reinforce behaviors randomly (some) - ex: giving a dog a treat whenever you feel like it lol |
| Reinforcement theory examples: | - Direct reinforcement - Continuous reinforcement - Partial reinforcement (fixed) - Partial reinforcement (variable) |
| Direct Reinforcement | - Behavior modification - Law of effect - Reinforcement |
| Behavior modification | a set of techniques by which reinforcement theory is used to modify behavior |
| Law of effect | behavior that is positively reinforced tends to be repeated, and behavior that is not reinforced tends not to be repeated |
| Reinforcement | anything that causes a certain behavior to be repeated or inhibited. |
| Positive reinforcement | increases the likelihood that behavior will be repeated |
| Avoidance learning | increases likelihood that behavior will be repeated |
| Punishment | reduces likelihood that behavior will be repeated |
| Extinction | reduces likelihood that behavior will be repeated |
| Job design | the application of motivational theories to the structure of work for improving productivity and satisfaction |
| Job design examples (5) | - job enrichment - job rotation - job enlargement - work redesign - job characteristics model |
| Job enrichment | incorporating high-level motivators into the work, including job responsibility, recognition, and opportunities for growth, learning, and achievement |
| Job rotation (from class) | rotate people from job, to job, to job so they are not bored doing one things only |
| Job enlargement (from class) | |
| Work redesign | altering jobs to increase both the quality of employees’ work experience and their productivity |
| Job characteristics model | consists of core job dimensions, critical psychological states, and employee growth-need strength |
| Leading-Edge Ideas for Motivating | Organizations used various types of incentive compensation to motivate employees to higher levels of performance |
| T/F: Variable compensation and forms of merit pay are key motivational tools | True |
| Approaches | - Empowerment - Engagement |
| Empowerment | power-sharing; the delegation of power and authority to subordinates in an organization |
| Empowerment examples (4) | - Employees receive information about company performance - Employees have the knowledge and skills to contribute to company goals - Employees have the power to make substantive decisions - Employees are rewarded based on company performance |
| Engagement | emotional and mental state in which employees enjoy their work, contribute enthusiastically to meet goals, and feel a sense of belonging and commitment to the organization |
| Managers can improve engagement by providing employees with three elements... | - People feel that they are working toward something important - People feel connected to the company, to one another, and to their managers - People have the chance to learn, grow, and advance |
| What makes an employee highly engaged (5) | - they know what is expected of them at work - they have equipment needed to do their job - they are able to do their best everyday - their colleagues are committed to quality of work - their opinions count at work |
| <- Chapter 16 / Chapter 17 -> | hooray |
| T/F: Today’s complex business environment depends on effective communication | True |
| T/F: Managers spend 80% of their day communicating | True |
| T/F: A manager’s role of a communication champion is dumb | False. it is crucial |
| T/F: Managers’ use of social media to communicate with employee is decreasing | False. it is increasing |
| Communication | the process by which information is exchanged and understood by two or more people, usually with the intent to influence or motivate behavior |
| T/F: Managers consider communication their most critical skill and one of their top responsibilities | True |
| A Model of Communication | Includes sending and receiving information both verbal and nonverbally. Feedback is necessary |
| T/F: People perceive things in different ways. | True |
| Challenges of communication (3) | Unite people around a common sense of purpose Communicate the organization’s vision, mission, and values Persuade and influence others to act to accomplish the vision |
| Vision | an attractive, ideal future that is credible yet not readily attainable |
| Practicing the art of persuasion examples (4) | - Establish credibility and trust - Build goals on common ground - Connect emotionally - Use multiple media to send important messages |
| Communication apprehension | an individual’s level of fear or anxiety associated with interpersonal communication |
| Open communication | sharing all types of information throughout the organization, across functional and hierarchical boundaries |
| Centralized network | team members communicate through one individual |
| Decentralized network | people communicate freely with other team members |
| Centralized Network | Everyone reports and talks to one person |
| Decentralized Network | Everyone can report to each other despite status of the company. |
| T/F: Electronic communication is used for messages that were once handled face to face | True |
| Examples of when to avoid using electronic communication in some situations (4) | - When you are angry - When your message may be misunderstood - When you are cancelling or apologizing - When you are rebuking or criticizing |
| T/F: Channel selection depends whether the message routine or nonroutine | True |
| Nonroutine messages | typically are ambiguous, concern novel events, and have great potential for misunderstanding |
| Routing messages | convey information managers already agree on and understand, such as data or statistics |
| T/F: Channel can convey a symbolic meaning to the receiver | True |
| Communicating with Candor | A confident, positive approach |
| Techniques for Communicating with Candor (3) | - Use “I statements” - Stick to facts rather than judgements - Be clear, specific, and direct in your requests |
| Organizational conversations | a dynamic form of communication characterized by a give-and-take exchange of information |
| Examples of why asking questions can benefit both managers and employees (3) | - Builds trust and openness between managers and employees - Builds critical thinking skills - Stimulates the mind and gives people a chance to make a difference |
| Listening | the skill of grasping both facts and feelings to interpret a message’s genuine meaning |
| What does listening do in a business setting? (3) | - Listening to employees and customers is important - Information in organizations flows from the bottom up - Managers today know the importance of feedback |
| Nonverbal communication | message sent through human actions and behavior |
| T/F: In addition to words, behavior, appearance, actions, and attitudes are symbolic of what a person values and expects of others and when nonverbal signals contradict of person’s words, people become confused | True |
| T/F: Communication cues during online communication and their relative weights in message interpretation: | False. Communication cues during face-to-face communication... |
| Percentage breakdown with verbal, vocal, and facial expressions | - Verbal cues: the actual spoken words (7%) - Vocal cues: the pitch, tone, and timbre of a person’s voice (38%) - Facial expressions (55%) |
| Three elements of workplace communication | - Using social media to improve internal and external communication - Using informal, personal communication channels - Establishing formal communication channels |
| Social media | a group of internet-based applications that allow the creation and exchange of user-generated content it includes wikis, blogs, microblogs, content communities, social networking sites, and virtual worlds |
| Purposes for company use (Social media) | - Team collaboration - Listening to customers - Communicating to customers - Engaging employees |
| Personal communication networks | methods of spreading information that coexist with formal channels within an organization but may skip hierarchical levels, cutting across vertical chains of command to connect virtually anyone in the organization |
| Types of Personal Communication Networks | - Personal networks - Grapevine - Written communication |
| Personal networks | acquiring and cultivating personal relationships that cross departmental, hierarchical, and organizational boundaries |
| Grapevine | an informal, person-to-person communication network of employees that is not officially sanctioned by the organization (it's like rumors around town. it can be true or untrue) |
| Formal Communication Channels | methods of communicating that flow within the chain of command or task responsibility defined by the organization |
| Formal Communication Channels Examples (3) | - Downward communication - Upward communication - Horizontal communication |
| Downward communication: | messages sent from top management down to subordinates |
| Upward communication | messages that flow from the lower levels to the higher levels in the organization’s hierarchy |
| Horizontal communication | lateral or diagonal exchange of messages among peers or coworkers and includes team communication |
| Upward/Downward communication is more prevalent in... | Traditional workplace |
| Horizontal communication is more prevalent in... | Modern workplace |
| Semantics: are expressions and common in certain cultures that may carry on towards the workplace... (give examples) -> | - Bo/Bubba - Purty -> Pretty - Reckon - Doggone - Fixinto - Jeet |
| <- Chapter 17 // Chapter 18 -> | Yippee last one. |
| Team | a unit of two or more people who interact and coordinate their needs to accomplish a common goal to which they are committed and hold themselves mutually accountable |
| T/F: Putting together a team and building teamwork are not the same thing | True |
| T/F: The contribution of teams leads to a weaker competitive advantage and higher overall organizational performance. | False. The contribution of teams leads to a stronger... |
| Requirements of Teamwork | - Focus on a shared mission - Pull together in the same direction - Trust one another - Are willing to sacrifice for the team - Communicate their objectives and needs |
| Five contributions teams make | - Creativity - Quality - Speed - Productivity/lower cost - Employee satisfaction |
| Vertical Functional team | composed of a manager and subordinates in the formal chain of command |
| Horizontal Cross-functional team | composed of employees from about the same hierarchical level, but from different areas of expertise |
| Task force | a group of employees from different departments formed to deal with a specific activity and existing only until that task is complete |
| Special-purpose team | created outside the formal structure to undertake a project of special importance, such as developing new product |
| Self-managed team | typically consisting of 5 to 20 multiskilled workers who rotate jobs to produce at least one complete aspect or portion of a product or service |
| Virtual team | a group made up of geographically or organizationally dispersed members who are linked primarily through advanced information and telecommunications technologies |
| Global team | cross-border team made up of members of different nationalities whose activities span multiple countries. can be either virtual or not lol. |
| Personal Dilemma of Teamwork | - We have to give up our independence - We have to put up with free riders - Teams are sometimes dysfunctional |
| Free rider | a team member who attains benefits from team membership but does not actively participate in and contribute to the team's work |
| Common dysfunctions of teams (5) | - lack of trust - fear of conflict - lack of commitment - avoidance of accountability - inattention to results |
| Work team effectiveness is based on three outcomes... | - Satisfaction - Productive output - Capacity to adapt and learn |
| Satisfaction | the team’s ability to meet the personal needs of its members and hence maintain their membership and commitment |
| Productive output | performance and the quality and quantity of task outputs as defined by team goals |
| Capacity to adapt and learn | the ability of teams to bring greater knowledge and skills to job tasks and enhance the organization’s ability to respond to new threats or opportunities in the environment |
| T/F: Best-performing teams range in size from three to six members | False. It depends on the project |
| T/F: You need a variety of diverse skills, knowledge, and experience produces innovative solutions | True. |
| T/F: Members focus on both task performance and social satisfaction | True. |
| Task specialist role | member who helps the team reach its goal |
| Task specialists... | - Initiative ideas - Give opinions - Seek information - Summarize - Energize |
| Socioemotional role | member who supports team members’ emotional needs and strengthens the social entity |
| Socioemotional role people... | - Encourage - Harmonize - Reduce tension - Follow - Compromise |
| Team cohesiveness | the extent to which members are attracted to the team and motivated to remain in the team... Sticking together |
| Determinants of team cohesiveness | - Team interaction - Shared goals - Personal attraction to the team |
| Consequences of team cohesiveness | - Morale - Productivity |
| Team norm | informational operating guidelines that establish agreed-upon behaviors about how the team’s work will get done and what members can expect from each other |
| T/F: Norms provide a frame of reference for what is expected and acceptable | True |
| Important team norms | - Psychological safety - Composed of emotional expression and social sensitivity - Equal participation |
| Conflict | a serious disagreement or argument in which one party attempts to block the intentions or goals of another |
| Task conflict | disagreements about the goals to be achieved or the tasks to be performed |
| Relationship conflict | interpersonal incompatibility that creates tension and personal animosity among people |
| Balancing conflict and cooperation | - Conflict can help eliminate groupthink - Conflict can damage morale and productivity |
| Causes of Conflict | - Competition over resources - Goal differences - Communication breakdown - Trust issues - Lack of nonverbal cues |
| Negotiation | people engage in give-and-take discussions and consider various alternatives to reach a joint decision that is acceptable to both parties |
| Reaching a a Win-Win Solution | - Separate the people from the problem - Focus on underlying interests, not current demands - Listen and ask questions - Insist that results be based on objective standards |
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