1. Chapter 5
Working in Teams

2. Questions for Consideration Questions for Consideration
Groups and Teamwork
Questions for Consideration
Questions for Consideration
1. Why select a team?
2. Does everyone use teams?
3. Do teams go through stages while they work?
4. How do we create effective teams?
5. Does trust make a difference?
6. What if there is a lot of diversity on the team?
7. How do virtual teams work?
8. Are teams always the answer?

3. Teams vs. Groups: What’s the Difference?
Two or more individuals, interacting and interdependent, who have a stable relationship, a common goal, and perceive themselves to be a group
Teams
Groups that work closely together toward a common objective, and are accountable to one another
Material pertinent to this discussion is found on pages
A Conference Board of Canada Report found that over 80 percent of its 109 respondents used teams in the workplace. This is similar to the United States where 80 percent of Fortune 500 companies have half or more of their employees on teams. And 68 percent of small U.S. manufacturers are using teams in their production areas.
The evidence suggests that teams typically out-perform individuals when the tasks being done require multiple skills, judgment, and experience. As organizations have restructured themselves to compete more effectively and efficiently, they have turned to teams as a way to better utilize employee talents. Teams can quickly assemble, deploy, refocus, and disband. Teams are an effective means for management to democratize their organizations and increase employee motivation.

4. Exhibit 5-1 Stages of Group Development
Prestage I
Stage I
Stage II
Stage III
Stage IV
Stage V
Forming
Storming
Norming
Performing
Adjourning
Material pertinent to this illustration is found on pages
Forming is characterized by a great deal of uncertainty about the group’s purpose, structure, and leadership. Members are “testing the waters” to determine what types of behaviour are acceptable. This stage is complete when members have begun to think of themselves as part of a group.
The storming stage is one of intragroup conflict. Members accept the existence of the group, but resist the constraints that the group imposes on individuality. When this stage is complete, a relatively clear hierarchy of leadership will emerge within the group.
In the third stage close relationships develop and the group demonstrates cohesiveness. There is now a strong sense of group identity and camaraderie. This norming stage is complete when the group structure solidifies and the group has assimilated a common set of expectations of what defines correct member behaviour.
This fourth stage, when significant task progress is being made is called performing. The structure at this point is fully functional and accepted. Group energy has moved from getting to know and understand each other to performing the task at hand.
For permanent work groups, performing is the last stage in their development. However, for temporary committees, teams, task forces, and similar groups that have a limited task to perform, there is an adjourning stage. In this stage, the group prepares for its disbandment.

5. Stages of Group Development
Stage I: Forming
The first stage in group development, characterized by much uncertainty
Stage II: Storming
The second stage in group development, characterized by intragroup conflict
Stage III: Norming
The third stage in group development, characterized by close relationships and cohesiveness
Material pertinent to this discussion is found on pages

6. Stages of Group Development
Stage IV: Performing
The fourth stage in group development, when the group is fully functional
Stage V: Adjourning
The final stage in group development for temporary groups, characterized by concern with wrapping up activities rather than task performance
Material pertinent to this discussion is found on pages

7. Putting the Five-Stage Model Into Perspective
Groups do not necessarily progress clearly through the stages one at a time
Groups can sometimes go back to an earlier stage
Conflict can sometimes be helpful to the group
Context can matter: airline pilots can immediately reach performing stage
Material pertinent to this discussion is found on page 145.

8. The Punctuated-Equilibrium Model
First phase
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.
Second phase
A second phase of inertia follows the transition.
Last meeting is characterized by markedly accelerated activity
Material pertinent to this discussion is found on pages
Studies confirm that groups do not develop in a universal sequence of stages, however, the timing of when groups form and change the way they work is highly consistent. The first meeting sets the group's direction, the first phase of group activity is one of inertia, then a transition takes place which initiates major changes, then a second phase of inertia follows the transition, and finally the group's last meeting is characterized by markedly accelerated activity. The punctuated-equilibrium model characterizes groups as exhibiting long periods of inertia interspersed with brief revolutionary changes triggered primarily by their members' awareness of time and deadlines.

9. Exhibit 5-2 The Punctuated-Equilibrium Model
Completion
Transition
First
Meeting
Phase 1
Phase 2
(High)
(Low) A
(A+B)/2
Time B
Performance
Material pertinent to this illustration is found on pages
The Punctuated-Equilibrium Model. It’s been found that
(1) the first meeting sets the group’s direction;
(2) the first phase of group activity is one of inertia;
(3) a transition takes place at the end of the first phase, which occurs exactly when the group has used up half its allotted time;
(4) the transition initiates major changes;
(5) a second phase of inertia follows the transition; and
(6) the group’s last meeting is characterized by markedly accelerated activity.
These findings are shown in Exhibit 5-2.

10. Exhibit 5-3 Characteristics of an Effective Team
1. Clear Purpose
2. Informality
3. Participation
4. Listening
5. Civilized disagreement
6. Consensus decisions
7. Open communication
8. Clear rules and work assignments
9. Shared leadership
10. External relations
11. Style diversity
12. Self-assessment
Material pertinent to this discussion is found on pages 147.
This is a checklist for knowing when you have an effective team.

11. Characteristics of Ineffective Teams
Not sharing issues and concerns
Overdependence on the leader
Failure to carry out decisions
Hidden conflict
Not resolving conflict
Subgroups
Material pertinent to this discussion is found on pages
These are some key indicators to determine whether a team is working effectively, or needs help.

12. Exhibit 5-4 A Model of Team Effectiveness
Work design •
Autonomy
Skill variety
Task identity
Task significance
Process
Common purpose
Specific goals
Team efficacy
Conflict
Social loafing
Composition
Ability
Personality
Roles and diversity
Size
Flexibility
Preference for teamwork
Context
Adequate resources
Leadership
Performance
evaluation
and rewards
Material pertinent to this illustration is found on pages

13. Abilities Teams need the following skills to perform effectively
Technical expertise
Problem-solving and decision-making skills
Interpersonal skills
Material pertinent to this discussion is found on page 150.

14. Roles in Groups Task-oriented roles Maintenance roles Individual roles
Roles performed by group members to ensure that the tasks of the group are accomplished
Maintenance roles
Roles performed by group members to maintain good relations within the group
Individual roles
Roles performed by group members that are not productive for keeping the group on task
Material pertinent to this discussion is found on page 151.

15. Exhibit 5-5 Roles That Build Task Accomplishment
Material pertinent to this illustration is found on page 152.

16. Exhibit 5-5 Roles That Build and Maintain a Team
Material pertinent to this illustration is found on page 152.

17. Group Size Research Evidence Smaller groups faster at completing tasks
When problem-solving, larger groups do better
Material pertinent to this discussion is found on pages

18. Roles of Team Leaders Creating a real team
Setting a clear and meaningful direction
Making sure that the structure will support working effectively
Ensuring that the team has a supportive organizational environment
Providing expert coaching
Material pertinent to this discussion is found on pages

19. Exhibit 5-6 Dimensions of Trust
This material is found on pages

20. Dimensions of Trust Integrity Competence Consistency Loyalty Openness
Honesty and truthfulness
Competence
Technical and interpersonal knowledge and skills
Consistency
Reliability, predictability, and good judgment in handling situations
Loyalty
Willingness to protect and save face for a person
Openness
Willingness to share ideas and information freely
This material is found on pages

21. Building Trust
Demonstrate that you’re working for others’ interests as well as your own.
Be a team player.
Practice openness.
Be fair.
Speak your feelings.
Show consistency in the basic values that guide your decision making.
Maintain confidence.
Demonstrate competence.
Supplemental material if you want to extend the discussion on trust.

22. Exhibit 5-7 Advantages and Disadvantages of Diversity
Multiple perspectives
Greater openness to new ideas
Multiple interpretations
Increased creativity
Increased flexibility
Increased problem-solving skills
Disadvantages
Ambiguity
Complexity
Confusion
Miscommunication
Difficulty in reaching a single agreement
Difficulty in agreeing on specific actions
Material pertinent to this illustration is found on pages
Managing diversity on teams is a balancing act. Diversity typically provides fresh perspectives on issues, but it makes it more difficult to unify the team and reach agreements. Heterogeneous teams bring multiple perspectives to the discussion, thus increasing the likelihood that the team will identify creative or unique solutions. Remember that diverse groups have more difficulty at first in working together, but that this dissipates with time.

23. Teams and Workforce Diversity
Impact of diverse groups
Diversity in personality age, gender and experience promotes conflict, which stimulates creativity and idea generation, which leads to improved decision making
Cultural diversity in groups initially leads to more difficulty in building cohesion, gaining satisfaction, being productive
Problems pass with time (certainly by three months)
Culturally diverse groups bring more viewpoints out
Material pertinent to this illustration is found on pages

24. Virtual Teams
Teams that use computer technology to tie together physically dispersed members in order to achieve a common goal.
Advantages
Can do all the things other teams do, but at a distance
Disadvantages
Lack paraverbal and nonverbal cues, and have limited social contact
Material pertinent to this illustration is found on pages

25. Building Trust on Virtual Teams
Start with an electronic “courtship” and provide some personal information
Assign clear roles so members can identify with each other
Have good attitudes (eagerness, enthusiasm, and intense action orientation) in messages
Address feelings of isolation
Provide recognition and feedback
Material pertinent to this illustration is found on pages

26. Beware! Teams Aren’t Always the Answer
Questions to determine whether a team fits the situation:
Can the work be done better by more than one person?
Does work create a common purpose or set of goals for the people in the group that is more than the aggregate of individual goals?
Are members of the group interdependent?
Material pertinent to this discussion is found on pages

27. Summary and Implications
The introduction of teams into the workplace has greatly influenced employee jobs
Factors affecting group performance
Norms control group member behaviour by establishing standards of right and wrong.
Status inequities create frustration and can adversely influence productivity.
The impact of size on a group’s performance depends upon the type of task in which the group is engaged.
A group’s demographic composition is a key determinant of individual turnover.
Material pertinent to this discussion is found on pages

28. Summary and Implications
High-performing teams have common characteristics:
They contain people with special skills
They commit to a common purpose, establish specific goals
They have the leadership and structure to provide focus and direction
They hold themselves accountable at both the individual and team levels
There is high mutual trust among members
Material pertinent to this discussion is found on pages

29. Summary and Implications
It is difficult to create team players. To do so, managers should:
Select individuals with interpersonal skills
Provide training to develop teamwork skills
Reward individuals for cooperative efforts
Material pertinent to this discussion is found on pages

30. OB at Work

31. For Review 1. How can teams increase employee motivation?
Describe the five-stage group development model.
What is the punctuated-equilibrium model?
What are the characteristics of an effective team?
What are the characteristics of an ineffective team?
What is the difference between task-oriented roles and maintenance roles?
How can a team minimize social loafing?
What are the five dimensions that underlie the concept of trust?
Contrast the pros and cons of having diverse teams.
What conditions favour creating a team, rather than letting an individual perform a given task?
Material pertinent to this discussion is found on page 163.

32. For Critical Thinking
How could you use the punctuated-equilibrium model to better understand team behaviour?
Have you experienced social loafing as a team member? What did you do to prevent this problem?
Would you prefer to work alone or as part of a team? Why? How do you think your answer compares with that of others in your class?
What effect, if any, do you expect that workforce diversity has on a team’s performance and satisfaction?
Material pertinent to this discussion is found on page 163.

33. Sports Teams as Models Poor Models Good Models
Successful teams integrate cooperation and competition
Successful teams score early wins
Successful teams avoid losing streaks
Practice makes perfect
Successful teams use halftime breaks
Winning teams have a stable membership
Successful teams debrief after failures and successes
Poor Models
All sport teams aren’t alike
Work teams are more varied and complex
A lot of employees can’t relate to sports metaphors
Workteam outcomes aren’t easily defined in terms of wins and losses
Material pertinent to this discussion is found on page 164.

34. Breakout Group Exercises
Form small groups to discuss the following topics.
1. One of the members of your team continually arrives late for meetings and does not turn drafts of assignments in on time. In general this group member is engaging in social loafing. What can the members of your group do to reduce social loafing?
2. Consider a team with which you’ve worked. Was there more emphasis on task-oriented or maintenance-oriented roles? What impact did this have on the group’s performance?
3. Identify 4 or 5 norms that a team could put into place near the beginning of its life that might help the team function better over time.
Material pertinent to this discussion is found on page 165.

35. Paper Tower Exercise
Each group will receive 20 index cards, 12 paper clips, and 2 marking pens (1 red, 1 green)
Using these materials you will build a paper tower that will be judged on: height, stability, and beauty
Stage 1 (12 minutes). Plan your construction. No building allowed.
Stage 2 (15 minutes). Construct the tower. Be sure to put your group # somewhere on the tower.
Towers will be delivered to the front of the room, where they will be judged by the class.
This exercise is described on page 166.
Use this slide to briefly describe the exercise to the class.

36. Paper Tower Questions
What percent of the plan did each member of group contribute, on average
Did your group have a leader? Why or why not?
How did the group respond to ideas during the planning stage?
Did you have task-oriented roles? Maintenance-oriented roles? How helpful and/or effective were these roles?
To what extent did you follow the five-step model of group development?
What were helpful behaviours? Non-helpful behaviours? Why?
This exercise is described on page 166.
These are the debriefing questions I use after the towers are built.

37. Conducting a Team Meeting
12 steps to more efficient and effective meetings:
Prepare a meeting agenda
Distribute the agenda in advance
Consult with participants before the meeting
Get participants to go over the agenda
Establish specific time parameters
Maintain focused discussion
Encourage and support participation of all members
Maintain a balanced style
Encourage the clash of ideas
Discourage the clash of personalities
Be an effective listener
Bring proper closure
Material pertinent to this discussion is found on page 169.