1. © 2009 Cengage Learning. All rights reserved. Chapter 9 Work Teams and Groups Learning Outcomes 1 Define group and work team. 2 Explain the benefits organizations and individuals derive from working in teams. 3 Identify the factors that influence group behavior. 4 Describe how groups form and develop. 5 Explain how task and maintenance functions influence group performance. 6 Discuss the factors that influence group effectiveness. 7 Describe how empowerment relates to self-managed teams. 8 Explain the importance of upper echelons and top management teams.

2. © 2009 Cengage Learning. All rights reserved. Learning Outcome Define group and work team. 1

3. © 2009 Cengage Learning. All rights reserved. Groups and Teams GROUP – two or more people with common interests, objectives, and continuing interaction WORK TEAM – a group of people with complementary skills who are committed to a common mission, performance goals, and approach for which they hold themselves mutually accountable

4. © 2009 Cengage Learning. All rights reserved. Learning Outcome Explain the benefits organizations and individuals derive from working in teams. 2

5. © 2009 Cengage Learning. All rights reserved. Good when performing complicated, complex, interrelated and/or more voluminous work than one person can handle Good when knowledge, talent, skills, and abilities are dispersed across organizational members Empowerment and collaboration; not power and competition Basis for total quality efforts Why teams?

6. © 2009 Cengage Learning. All rights reserved. Teamwork joint action by a team of people in which individual interests are subordinated to team unity

7. © 2009 Cengage Learning. All rights reserved. *David Southern left his position at Citibank to head the information technology division at the World Wildlife Fund. *WWF’s IT division isn’t motivated by paychecks or united by team-building whitewater-rafting trips: they’re in it to support a cause they believe in. Beyond the Book: Teamwork for a Cause

8. © 2009 Cengage Learning. All rights reserved. New vs. Old Team Environments New Team Environment Old Work Environment Person generates initiativesPerson follows orders Team charts its own stepsManager charts course Right to think for oneself. People rock boat; work together People conformed to manager’s direction. No one rocked the boat. People cooperate using thoughts and feelings; direct talk People cooperated by suppressing thoughts and feelings; wanted to get along SOURCE: Managing in the New Team Environment, by Hirschhorn, © 1991. Reprinted by permission of Prentice-Hall, Inc.,Upper Saddle River, N. J.

9. Triangle for Managing in the New Team Environment Manager Individuals Team SOURCE: Managing in the New Team Environment by Hirschhorn, © 1991 Reprinted by permission of Prentice-Hall, Inc., Upper Saddle River, N.J.

10. © 2009 Cengage Learning. All rights reserved. Social Benefits of Teams Psychological Intimacy – emotional and psychological closeness to other team or group members Integrated Involvement – closeness achieved through tasks and activities

11. © 2009 Cengage Learning. All rights reserved. Learning Outcome Identify the factors that influence group behavior. 3

12. © 2009 Cengage Learning. All rights reserved. Characteristics of a Well-Functioning, Effective Group Relaxed, comfortable, informal atmosphere Task well understood and accepted Members listen well and participate People express feeling and ideas

13. © 2009 Cengage Learning. All rights reserved. Characteristics of a Well-Functioning, Effective Group Conflict and disagreement center around ideas or methods Group aware of its operation and function Consensus decision making Clear assignments made and accepted

14. © 2009 Cengage Learning. All rights reserved. Group Behavior Norms of Behavior – the standards that a work group uses to evaluate the behavior of its members Group Cohesion – the “interpersonal glue” that makes members of a group stick together

15. © 2009 Cengage Learning. All rights reserved. Group Behavior Social Loafing – the failure of a group member to contribute personal time, effort, thoughts, or other resources to the group Loss of Individuality – a social process in which individual group members lose self-awareness and its accompanying sense of accountability, inhibition, and responsibility for individual behavior

16. © 2009 Cengage Learning. All rights reserved. Learning Outcome Describe how groups form and develop. 4

17. © 2009 Cengage Learning. All rights reserved. 3 Issues Addressed by Groups Interpersonal issues (Matters of trust, personal comfort, and security) Task issues (Mission or purpose, methods, expected outcomes) Authority issues (Leadership, managing power and influence, communication flow)

18. © 2009 Cengage Learning. All rights reserved. Group Formation Formal Groups – official or assigned groups gathered to perform various tasks need ethnic, gender, cultural, and interpersonal diversity need professional and geographical diversity Informal Groups – unofficial or emergent groups that evolve in the work setting to gratify a variety of member needs not met by formal groups

19. Stages of Group Formation Emphasis on interpersonal concern and awareness Emphasis on task planning, authority, and influence Emphasis on task accomplishment, leadership, and performance Emphasis on rewards and punishment Mutual acceptance Decision making Motivation and commitment Control and sanctions

20. Tuckman’s Five-Stage Model of Group Development Forming Storming Adjourning Performing Norming Conflict increased clarity of purpose Power struggles Coaching Little agreement Unclear purpose Guidance and direction Clear vision and purpose Focus on goal achievement Delegation Agreement and consensus Clear roles and responsibili- ties Facilitation Task completion Good feeling about achievements Recognition

21. © 2009 Cengage Learning. All rights reserved. Punctuated Equilibrium Model – Groups do not progress linearly – Alternate between periods of inertia and bursts of energy

22. © 2009 Cengage Learning. All rights reserved. Purpose and Mission May be assigned or may emerge from the group Group often questions, reexamines, and modifies mission and purpose Mission converted into specific agenda, clear goals, and a set of critical success factors MATURE GROUP Characteristics

23. © 2009 Cengage Learning. All rights reserved. Productivity Norms – may be consistent or inconsistent, supportive or unsupportive of organization’s productivity standards Behavioral Norms – well-understood standards of behavior within a group Formal and written Ground rules for meetings Informal but well understood Intragroup socializing Dress codes MATURE GROUP Characteristics

24. © 2009 Cengage Learning. All rights reserved. Group Cohesion interpersonal attraction binding group members together Enables groups to exercise effective control over the members

25. © 2009 Cengage Learning. All rights reserved. Groups with High Cohesiveness –demonstrate lower tension and anxiety –demonstrate less variation in productivity –demonstrate better member satisfaction, commitment, and communication

26. Cohesiveness and Work-Related Tension Group Cohesiveness 7 16 52 65 57 19 12 Number of groups “Does your work ever make you jumpy or nervous?” Low score = high tension “The measure at work is based on group mean response to the question “Does your work ever make your feel ‘jumpy’ or nervous?” A low numerical score represents relatively high tension. SOURCE: From S. E. Seashore, Group Cohesiveness in the Industrial Work Force, 1954. Research conducted by Stanley E. Seashore at the Institute for Social Research, University of Michigan. Reprinted by permission. Tension at work LowHigh Low

27. © 2009 Cengage Learning. All rights reserved. Sometimes a corporate paintball outing builds team cohesiveness, but other times it only yields sore muscles and bloody lips. Do “team-building” exercises improve team performance? Or is their sole value as a potential diversion? Beyond the Book: Team-Building Exercises... In Futility?

28. © 2009 Cengage Learning. All rights reserved. Status Structure the set of authority & task relations among a group’s members Hierarchical or egalitarian Often team leadership is shared

29. © 2009 Cengage Learning. All rights reserved. MATURE GROUP Characteristics Contributor Data/Info Collaborator Mission Communicator Facilitator Challenger Devil’s advocate Diversity Styles Members contribute in diverse ways

30. © 2009 Cengage Learning. All rights reserved. Learning Outcome Explain how task and maintenance functions influence group performance. 5

31. © 2009 Cengage Learning. All rights reserved. Team Task Functions those activities directly related to the effective completion of the team’s work

32. © 2009 Cengage Learning. All rights reserved. Team Task Functions Summarize Ideas Test Ideas Elaborate Concepts Seek Information Give Information Diagnose Problems Evaluate Effectiveness Coordinate Activities Initiate Activities Team Tasks

33. © 2009 Cengage Learning. All rights reserved. Maintenance Functions those activities essential to the effective, satisfying interpersonal relationships within a team or group

34. © 2009 Cengage Learning. All rights reserved. Team Maintenance Functions Express Member Ideas Harmonize Conflicts Test Consensus Set Standards Follow Others’ Lead Reduce Tension Gatekeep Communication Test Group Decisions Support Others Maintenance Tasks

35. © 2009 Cengage Learning. All rights reserved. [Structural Issues] Goals and objectives Operating guidelines Performance measures Role specification

36. © 2009 Cengage Learning. All rights reserved. [Structural Issues] Goals and objectives Operating guidelines Performance measures Role specification –Managers who oversee the team –Work team leaders –Team members

37. © 2009 Cengage Learning. All rights reserved. [Process Issues] Managing cooperative behaviors Managing competitive behaviors Both of these can be positive How are these managed in global teams? In virtual teams?

38. © 2009 Cengage Learning. All rights reserved. Learning Outcome Discuss the factors that influence group effectiveness. 6

39. © 2009 Cengage Learning. All rights reserved. Diversity in Teams Diversity Focuses on effects of dissimilarity within the team May have positive or negative effects Value dissimilarity –Positively relates to task and relationship conflict –Negatively related to team involvement

40. © 2009 Cengage Learning. All rights reserved. Diversity in Teams Diversity Demographic dissimilarity influences –Absenteeism –Commitment –Turnover intentions –Beliefs –Workgroup relationships –Self-esteem –Organizational citizenship behavior

41. © 2009 Cengage Learning. All rights reserved. Creativity in Teams Creativity Focuses on new and/or dissimilar ideas or ways of doing things in teams Can team creativity be enhanced by greater team diversity? Can social loafing, conformity, and downward norm setting be overcome?

42. © 2009 Cengage Learning. All rights reserved. Learning Outcome Describe how empowerment relates to self-managed teams. 7

43. © 2009 Cengage Learning. All rights reserved. An attribute of a person or of an organization’s culture Preparation and careful planning focuses empowered employees Encourages participation Solve specific and global problems Foundations for Empowerment

44. © 2009 Cengage Learning. All rights reserved. Empowerment Skills Competence Skills Process Skills Cooperative and Helping Behaviors Communication Skills Self- Management or Team Skills

45. © 2009 Cengage Learning. All rights reserved. Self-Managed Teams Self-Directed Teams Autonomous Work Groups – teams that make decisions that were once reserved for managers How does an organization capitalize on the advantages and avoid the risks of self managed teams?

46. © 2009 Cengage Learning. All rights reserved. Studies suggest: leaders within self- directed work teams get better results with soft influence tactics (e.g. rational persuasion, consultation, inspirational appeals) than hard influence tactics. How should approaches to leadership differ when leading a group from within or from without? Beyond the Book: Self-Directed Work Teams

47. © 2009 Cengage Learning. All rights reserved. Learning Outcome Explain the importance of upper echelons and top management teams. 8

48. © 2009 Cengage Learning. All rights reserved. Upper Echelons: Teams at the Top Upper Echelons – a top-level executive team in an organization Leadership style, composition, and dynamics influences the organization’s performance Their background characteristics predict organizational characteristics Organization reflects their values, ethics, competence, and unique characteristics

49. © 2009 Cengage Learning. All rights reserved. 5 Seasons of CEO Tenure 1.Response to a mandate 2.Experimentation 3.Selection of an enduring theme 4.Convergence 5.Dysfunction

50. © 2009 Cengage Learning. All rights reserved. Executive Tenure and Organizational Performance Organizational performance relative to the industry average High Low 1714 CEO tenure (years) SOURCE: D. Hambrick. The Seasons of an Executive’s Tenure, keynote address, the Sixth Annual Texas Conference on Organizations, Lago Vista, Texas, April, 1991.

51. © 2009 Cengage Learning. All rights reserved. Diversity at the Top Types of diversity needed –Functional diversity –Intellectual diversity –Demographic diversity –Temperamental diversity –And more and more and more Diversity develops strength

52. © 2009 Cengage Learning. All rights reserved. Multicultural Top Teams Multicultural groups represent three or more ethnic backgrounds. Diversity may increase uncertainty, complexity, and inherent confusion in group processes. Culturally diverse groups may generate more and better ideas, and limit groupthink.