1. Chapter 13
Groups and Teams

2. Learning Objectives
After studying this chapter, you should be able to:
Describe the similarities and differences between groups and teams.
Identify and compare different types of groups.
Name the factors that influence group formation and development.
These learning objectives are expressed in the chapter and you may prefer to move directly to slide 5, if you are comfortable that students agree with the objectives.
It should be noted at this point, that all slides that have been prepared for this and the other chapters, have been animated to assist in the presentation. The most important animations are not the bulleted text items (which are animated) but rather the animation of models and exhibits. Models and exhibits contain “sequenced” animations and attempt to portray in visual terms, what the text attempts to portray in words. Many of the models contained in the textbook are taken out of their “static” context and shown here as the “dynamic” constructs they are. A dynamic construct is one that shows how one variable or event is affected by another, and this implies change. Such concepts should be presented dynamically, which means the animation should reflect the change implied by the construct or model. It is a good idea to “play” through the slides before presenting the materials to be sure you understand how they work.
Although these slides can be printed and displayed as “transparencies”, the dynamic nature of the concepts will be less obvious. The slides are best shown in the classroom with your computer connected to the overhead projector. To view the animated presentation, select “View Show” from the Slide Show pull-down menu, or press the F5 key at the top of the keyboard, or select “Slide Show” from the View pull-down menu.
. The slides were prepared using Office 2000 to facilitate the likely lowest common denominator for software. However, they will also play under Office XP and newer software.
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3. Learning Objectives
After studying this chapter, you should be able to:
Analyze the various structural and behavioral characteristics of groups.
Identify the advantages and disadvantages of self-managing, cross-functional, global and virtual work groups and teams.
Explain the differences in the various types of team competencies
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4. Learning Objectives
After studying this chapter, you should be able to:
Distinguish between the two major types of group conflict, and discuss their causes and consequences
Explain how managers can help their work groups develop into high performing teams.
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5. Group versus Team Group Team A set of people, usually from 3 to 20
Some degree of interaction and shared objectives
Team
A type or form of group
Higher degree of coordinated interaction
Stronger sense of members’ personal responsibility for achieving specified group outcomes
High level of members’ identification with the group
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6. Degree of Interdependence and Collaboration
Team Outcomes
TEAMS demonstrate enhanced:
Coordinated interaction
Personal responsibility for group outcomes
Individual identification with group
Team
Group
Commonality of Goal
Individuals
Exhibit 13.1 (page 450 of the text) has been animated to permit discussion of the two scales (axes) first and then the growing nature of goal commonality and interdependence and collaboration as we move from individual to group to teams.
Degree of Interdependence and Collaboration
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Adapted from Exhibit 13.1: Individuals-to-Group-to-Team Continuum

7. Basic Types of Groups Type of Group Features Examples Command
(Supervisory)
One supervisor with a number of subordinates
Relatively enduring
Membership changes relatively slowly
Clerical units
Manufacturing assembly units
Local sales managers reporting to a regional sales manager
Project/Task Force
Temporary
Specific limited purpose
Group members are aware of temporary nature of the group
Product design teams
Management information systems teams to develop upgraded computer systems
Team project groups in university classes
Exhibit 13.2 (page 451 of the textbook) defines five types of groups, which are discussed on this and the next two slides. The exhibit is animated to permit you to discuss point-by-point each of the five types. Although the exhibit is designed as three slides to enhance readability in classrooms, they will appear seamlessly as one slide if presented in the “View Show” mode.
Complete discussion of these types of groups, with examples, are found in the textbook from page 451 to 455.
©2005 Prentice Hall
Adapted from Exhibit 13.2: Types of Groups

8. Basic Types of Groups Type of Group Features Examples Committee
Either permanent or ad hoc
Meet only periodically
Members have different permanent jobs and/or supervisors
Membership typically does not represent an employee’s highest commitment
Budget committees
Safety committees
Promotion review committees
Formal
Command (supervisory)
Project/Task force
Committee
©2005 Prentice Hall
Adapted from Exhibit 13.2: Types of Groups

9. Basic Types of Groups Type of Group Features Examples Informal
Group not originated by the organization
Voluntary membership
Obvious differences and boundaries between members and nonmembers
Group of employees who lunch together on Fridays
Van pool group
The “water cooler group”
©2005 Prentice Hall
Adapted from Exhibit 13.2: Types of Groups

10. Examples of Committees
Governance
Executive
Steering
Disaster planning
Compensation
Finance
Safety
Long-range planning
Overnight
Audit
Ethics
Public relations
Exhibit 13.3, found on page 454 of the text has been animated to present all examples upon the first mouse click. The intent is not to have point-by-point discussion, but rather to give all examples first and then to discuss why organizations rely heavily on the use of committees. Advantages and disadvantages of committees may be a good discussion here.
©2005 Prentice Hall
Adapted from Exhibit 13.2: Types of Groups

11. Characteristics of Groups and Teams
Structural Characteristics
Size
Social loafing: the phenomenon of reduced effort per person in large groups
Process costs: increasing costs of coordination as group size increases
Composition
Homogeneous
Heterogeneous or diverse
cha
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12. Basic Types of Groups Type of Diversity Potential Consequences
Observable Attributes
Race
Ethnicity
Gender
Age
Underlying Attributes
Values
Skills
Knowledge and information
Tenure
Affective Consequences
Satisfaction
Identification with the group
Conflict within the group
Cognitive consequences
Innovation
Amount and quality of new ideas
Communication-Related Consequences
Decreased frequency within group
Increased frequency outside of group
Exhibit 13.4 (page 457 of the textbook) has been animated to permit point-by-point discussion of the attributes under “Types of Diversity” first, and second the three variations of consequences under “Potential Consequences” if you wish. If you prefer to display all of the items before discussion, you would need to either use the space bar in lieu of the mouse, and press/hold the space bar down until all items are displayed under the column, or select “Custom animation” under the “Slide Show” pull-down menu and deselect “grouped by” in the “Effects” tab. You may find that holding the space bar will give you control over the display, being able to display all the the sub factors under”Observable Attributes” for instance, to discuss them as a group, and then holding the spacebar down again, to discuss all the sub factors under “Underlying Attributes,” as a group and so on.
The text has a very good discussion of this exhibit, and emphasize that, “Does a greater amount of diversity within groups more often help or hinder such outcomes as effective group functioning and performance? Research to date shows that there is no
simple answer to this question. Instead, as shown in Exhibit 13.4, we need to look at the effects of group diversity on more specific and immediate consequences…” and this is the point of the discussion, not simply to define terms.
Source: Adapted from Frances L. Milliken and Luis L. Martins, “Searching for Common Threads: Understanding the Multiple Effects of Diversity in Organizational Groups,” Academy of Management Review 21, no. 2 (1996), pp.402–423.
©2005 Prentice Hall
Adapted from Exhibit 13.4: Examples of Diversity within Groups and Potential Consequences

13. Characteristics of Groups and Teams
Structural Characteristics
Differentiated roles
Role ambiguity: a situation in which the expected behaviors for a group member are not clearly defined
Role conflict: a situation in which a member of a group faces two or more contrasting sets of expectations
Differentiated status
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14. Characteristics of Groups and Teams
Behavioral Characteristics
Norms: a group’s shared standards that guide the behavior of its individual members
Characteristics of group norms
Usually established for the more important issues of concern to the group
Some apply only to certain members (like the leader), usually based on the status or particular role of those members
Vary in the degree of their acceptance by group members
Vary in how much deviation members are permitted in following them
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15. Characteristics of Groups and Teams
Behavioral Characteristics
Norms: a group’s shared standards that guide the behavior of its individual members
Development of group norms
Early behaviors
Imported behaviors
Critical events
Effects of group norms
Conformity: close adherence to the group’s norms by the individual members
Discussion of the development of group norms will be enhanced by Exhibit 13.5, which follows on the next slide. Discussion of the three sub factors, early behaviors, imported behaviors and critical events should draw on experiences and from materials in the textbook on pages
The effects of group norms focuses on conformity in the text, but there may be other factors you wish to add to the discussion which are also consequences of group norms such as effects on productivity and supervisory authority.
©2005 Prentice Hall

16. Development of Group Norms
Members agree on behavior
Norm is established
Group members meet
Members observe the behavior of others to determine what is appropriate
Members decide if any past experience can contribute effective behaviors
Suggested behavior is tolerated even though disagree with
Members disagree on behavior
Dissenting member withdraws from group
Exhibit 13.5 has been animated to permit point-by-point discussion of the example given for development of group norms. The first three actions animate with only one mouse click, the other actions are independently animated according to the nature of the activity.
New behavior is suggested
©2005 Prentice Hall
Adapted from Exhibit 13.5: Example of the Development of Group Norms

17. Characteristics of Groups and Teams
Behavioral Characteristics
Cohesion; the degree to which members are motivated to remain in the group
Development of group cohesion
Strengthening interpersonal attraction among group members
Generating a record of high performance and past success of the group
Fostering competition with other groups
Effects of group cohesion
The final bullet point is elaborated by Exhibit 13.6 which immediately follows this slide. Advance to that slide for detailed discussion of “Effects of group cohesion.”
©2005 Prentice Hall

18. Effects of Group Cohesion
Positive effects
Increased quality and quantity of group interactions
Strengthened adherence to group norms
Increased effectiveness in achieving group goals
Augmented individual satisfaction with group membership
Negative effects
Useful or creative ideas may be ignored if they deviate from established norms or values
Increased probability of developing groupthink
Potential decrease in intergroup cooperation
Counterproductive norms may be emphasized
Exhibit 13.6 has limited animation, only two mouse clicks are required. Positive effects emerge as a group on the first mouse click, and negative effects on the second. It may be necessary to remind students that these are the effects of high or low “group cohesiveness”, not the effects of being in a group. That is, some students will think the negative effects (especially) always happen to groups (as a result of their participation in a bad group—perhaps a class group project), whereas others with think that positive effects always occur, regardless of cohesiveness.
©2005 Prentice Hall
Adapted from Exhibit 13.6: Effects of High Levels of Group Cohesion

19. Formation and Development of Groups and Teams
Influences on Formation
Organizational goals
Opportunities for interaction and sharing mutual knowledge
Psychological factors
Security needs
Social support
Self-esteem needs
Status needs
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20. Formation and Development of Groups and Teams
Stages of Development
Formation
Early development
Becoming a group
Performing as a team
Indicates progression
Exhibit 13.7 (page 466 of the textbook) is used to facilitate the entire discussion of the “Stages of Group Development” which takes place on pages It is animated to permit point-by-point discussion, similarly to what you might do with a bulleted text list. The text uses good examples to facilitate this discussion.
©2005 Prentice Hall
Adapted from Exhibit 13.7: Stages of Group Development

21. Team Competencies Knowledge Skills Attitudes
Knowledge of team mission, objectives, norms
Task sequencing
Team role
Interaction patterns
Understanding team work skills
Teammate characteristics
Adaptability and flexibility
Mutual performance monitoring and feedback, self-correction
Coordination and task integration
Communication
Decision making and problem solving
Team orientation
Shared vision
Team cohesion
Mutual trust
Importance of teamwork
Exhibit 13.9 (page 472 of the textbook) is animated here to permit point-by-point discussion. Each subtopic under Knowledge, Skills, and Attitudes is independently animated. However, you may hold down the spacebar rather than click on the mouse button to automatically advance the list, stopping only at those items upon which you wish to elaborate.
Sources: Adapted from J. A. Cannon-Bowers and E. Salas, “A Framework for Developing Team Performance Measures in Training,” in M. T. Brannick, E. Salas, and C. Prince (eds.), Team Performance Assessment and Measurement: Theory, Methods, and Applications (Mahwah, NJ: Lawrence Erlbaum Associates, 1997), p. 47.
©2005 Prentice Hall
Adapted from Exhibit 13.9: Examples of Specific Team Competencies in Three Areas

22. Types of Team Competencies
Relation to Task
Specific
Generic
Content
driven
Team
contingent
Specific
Generic
Relation to Team
Exhibit 13.10, from page 473, has been animated to permit discussion first of the two scales (Relation to Team and Relation to Task), and then each of the competencies in the order from task contingent, content driven, transportable and finally team contingent. You may change the order by selecting “Custom Animation” under the “Slide Show” pull-down menu and rearranging the items text 6, text 7, text 8 and text 9.
The text stresses that the most important type of team competencies for potential managers at the transportable ones, those that can be utilized in any team situation.
Team-contingent competencies that are specific to the particular team, but applicable to tasks that vary. Typical command (supervisor-led) groups would be examples of teams that need these types of competencies.
Context-driven competencies are specific to both the unique nature of the particular tasks and the particular composition of the team. The kinds of teams that would benefit from such context-driven competencies would include surgery teams, military combat teams, and sports teams.
Task-contingent competencies are needed in teams that perform a specific and recurring set of tasks but have varying sets of members. Examples of teams that need these kinds of competencies among their members would be many aircraft crews, firefighting teams, and the like.
Task
contingent
Transportable
©2005 Prentice Hall
Adapted from Exhibit 13.10: Types of Team Competencies

23. Dealing with Team Conflict
Types of team conflict
Task (substantive): conflict conflict that focuses on differences in ideas and courses of action in addressing the issues facing a group
Relationship (affective) conflict: interpersonal differences among group members
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24. Dealing with Team Conflict
Possible causes of group conflict
Task conflict
Ambiguities regarding the task
Differences in goals, objectives, and perspectives among group members
Scarcity (actual or perceived) of resources
Relationship conflict
Dissimilarities in the composition of the membership of the group
Differences in interpersonal styles of individual members
Differences in values
©2005 Prentice Hall

25. Dealing with Team Conflict
Managing intragroup conflict
Increase the ratio of substantive to relationship conflict.
Clarify and reduce task ambiguities
Get the group to focus on goals that emphasize the common interests of all group members
Avoid relationship conflicts
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26. Dealing with Team Conflict
Managing intergroup conflict
Reduce unnecessary relational conflicts in intergroup interaction situations
Increase the focus on substantive differences
Emphasize organization-wide goals to increase cooperation and performance
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27. Characteristics of Highly Effective Groups
Any product or service they develop is highly desired and valued by customers.
Increased cooperation among members is encouraged and achieved.
Group membership increases individual members’ feelings of satisfaction, personal growth, and overall well-being.
Exhibit (page 477 of the textbook) is animated here to permit point-by-point discussion.
Source: J. R. Hackman (ed.), Groups That Work (and Those That Don’t): Creating Conditions for Effective Teamwork (San Francisco: Jossey-Bass, 1990).
©2005 Prentice Hall
Adapted from Exhibit 13.11: Characteristics of Highly Effective Groups

28. Ingredients Necessary for Group Effectiveness
Exert enough effort to accomplish its tasks at acceptable levels of quantity and quality
Obtain sufficient knowledge and skills to carry out its work
Use appropriate strategies to apply its effort, knowledge, and skills effectively
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29. Managers’ Responsibilities for Encouraging Group Effectiveness
Develop appropriate group structures
Develop appropriate support from the organization
Obtain appropriate coaching and consultation assistance
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30. Enhancing Group Effectiveness
POINTS OF LEVERAGE
Necessary Organizational
Processes Group Structure Context Coaching and Consultation
Apply ample effort
Motivational structure of group task
Organizational reward system
Remedying coordination problems and building group commitment
Acquire sufficient knowledge and skill
Group composition
Organizational education/ training system
Remedying inappropriate “weighting” of member inputs and fostering cross-training
Develop task-appropriate performance strategies
Group norms that regulate member behavior and foster scanning and planning
Organizational information system
Remedying implementation problems and fostering creativity in strategy development
Exhibit (page 479 of the textbook) is animated here to permit point-by-point discussion, in three horizontal groupings. Please note that the amount of information (columns) necessitates text at the lower end of readability in large classrooms. Students in the back rows may be unable to read all of the text, so a handout is essential.
The exhibit shows how a manager’s attention to the group’s structure, support from the organizational context, and relevant coaching and consultation can help increase each of the three ingredients necessary for group effectiveness: high levels of effort, sufficient knowledge and skills, and appropriate strategies for applying effort and skills.
Source: Adapted from J. R. Hackman (ed.), Groups That Work (and Those That Don’t): Creating Conditions for Effective Teamwork (San Francisco: Jossey-Bass, 1990), p. 13.
©2005 Prentice Hall
Adapted from Exhibit 13.12: Enhancing Group Effectiveness

31. Checklist for Leadership of Groups
How well do you:
Encourage members to learn from each other?
Recognize and praise members for their contributions?
Keep key people outside the [group] informed about its accomplishments?
Promptly inform members about major developments that [may] affect them?
Give [group] members authority to make [at least some] important decisions?
Exhibit (see page 480), provides a helpful checklist for those who assume leadership positions in groups and teams to measure how well they are fulfilling that role in their groups.
©2005 Prentice Hall
Adapted from Exhibit 13.13: A Checklist for Leaders of Groups

32. Checklist for Leadership of Groups
How well do you:
Openly accept and respond to feedback from [group] members?
Review the [group’s] performance at the end of major tasks?
Offer specific and concrete suggestions for how members can improve?
Understand what motivates members to work hard?
Source: Adapted from G. L. Hallam, “Seven Common Beliefs about Teams: Are They True?” Leadership in Action 17 no. 3 (1997), pp. 1–4.
©2005 Prentice Hall
Adapted from Exhibit 13.13: A Checklist for Leaders of Groups