Organizational Group Development

Front 1

Teams

Back 1

Stewart, Manz, & Sims, 1999

Hint 1

“A collection of individuals who exist within a larger social system who can be identified by themselves and others as a team who are interdependent, and who perform tasks that affect other individuals and groups.”

Front 2

Reasons for forming teams

Back 2

Stewart, Manz, & Sims, 1999

Functional
Interpersonal

Hint 2

1. Functional perspectives – particular strengths of individuals can be matched to the unique and changing needs
2. Interpersonal perspectives
a. Need for affiliation
b. Need to exercise power over others
c. Give and receive affection

Front 3

Benefits of teams

Back 3

Stewart, Manz, & Sims, 1999

Hint 3

1. Increased productivity
2. Improved quality
3. Enhanced employee quality of work life
4. Reduced costs
5. Reduced turnover and absenteeism
6. Reduced conflict
7. Increased innovation
8. Better organizational adaptability and flexibility

Front 4

Four categories of teams

Back 4

Stewart, Manz, & Sims, 1999

Hint 4

Task Application
Purpose
Coordination w/ others
Time Frame

Front 5

Task Application

Back 5

Stewart, Manz, & Sims, 1999

Hint 5

Advice
Production
Project
Action

Front 6

Purpose

Back 6

Stewart, Manz, & Sims, 1999

Hint 6

General
General
Specialized
Specialized

Front 7

Coordination w/ others

Back 7

Stewart, Manz, & Sims, 1999

Hint 7

Low
High
Low
High

Front 8

Time Frame

Back 8

Stewart, Manz, & Sims, 1999

Hint 8

Long
Long
Short
Short

Front 9

Social Exchange Theory

Back 9

Stewart, Manz, & Sims, 1999

Hint 9

Social Exchange theory posits that every team provides both rewards and costs. Rewards come from postitive interactions that provide economic and social benefits. Social rewards include friendship, self-esteem, and feeling of control. Costs include reduced efficiency by meeting together and negotiating decisions.

Front 10

Team Development

Back 10

Stewart, Manz, & Sims, 1999

Hint 10

Forming
Storming
Norming
Performing
Adjourning

Front 11

Forming

Back 11

Stewart, Manz, & Sims, 1999

Hint 11

Occurs when group begins to think of themselves as members of a team. Tension breaks down as members share about themselves.

Front 12

Storming

Back 12

Stewart, Manz, & Sims, 1999

Hint 12

Members begin to disagree with one another and begin to compromise.

Front 13

Norming

Back 13

Stewart, Manz, & Sims, 1999

Hint 13

Team members begin to feel a sense of belonging. Cohesiveness, groupthink and norms develop.

Front 14

Performing

Back 14

Stewart, Manz, & Sims, 1999

Hint 14

Members work synergistically to achieve their collective objectives.

Front 15

Adjourning

Back 15

Stewart, Manz, & Sims, 1999

Hint 15

teams break up and members move on to other activities.

Front 16

Three stages of socialization

Back 16

Stewart, Manz, & Sims, 1999

Hint 16

1. Anticipation
2. Accommodation
3. Acceptance

Front 17

Anticipation

Back 17

Stewart, Manz, & Sims, 1999

Hint 17

– Expectations about team membership are developed

Front 18

Accommodation

Back 18

Stewart, Manz, & Sims, 1999

Hint 18

Members become involved in the day-to-day activities of the team

Front 19

Acceptance

Back 19

Stewart, Manz, & Sims, 1999

Hint 19

Members fulfill their roles within the team. Can take up to two years to arrive at this stage.

Front 20

Four methods of conflict resolution:

Back 20

Stewart, Manz, & Sims, 1999

Hint 20

1. Avoidance
2. Imposition
3. Compromise
4. Integrative bargaining

Front 21

Avoidance

Back 21

Stewart, Manz, & Sims, 1999

Hint 21

Team members do not take steps to resolve the conflict

Front 22

Imposition

Back 22

Stewart, Manz, & Sims, 1999

Hint 22

Team member is forced to concede his position

Front 23

Compromise

Back 23

Stewart, Manz, & Sims, 1999

Hint 23

Each side makes concessions

Front 24

ntegrative bargaining

Back 24

Stewart, Manz, & Sims, 1999

Hint 24

Brings sides together in a dispute to reach a win/win solution

Front 25

Four step process for team effectiveness:

Back 25

Stewart, Manz, & Sims, 1999

Hint 25

1. Analyze the needs of the organization, team, and individual
2. Develop the training including clear objectives and creation of lesson plans
3. Conduct the training. Team members learn best when they are actively involved in the training and can make direct connections between their job and training material.
4. Analyze how well the training intervention has resolved the concerns identified at the beginning of the process.

Front 26

Four norms that establish conditions for groupthink to occur:

Back 26

Ellis & Fisher, 1994, p. 134

Hint 26

1. Mindless cohesion.
2. Pressuring nonconformists
3. Failing to reward critical thinking
4. Tendency to justify what they have done

Front 27

Four phases of decision emergence:

Back 27

Ellis & Fisher, 1994

Hint 27

1. Orientation phase
2. Conflict phase
3. Emergence phase
4. Reinforcement phase

Front 28

Groupthink

Back 28

Janis, 1972

Hint 28

“A mode of thinking of people when they are deeply involved in a cohesive group. When the members striving for unanimity override their motivation to realistically appraise alternative courses of action.”

Front 29

Organizational Change

Back 29

Pugh & Hickson, 1996

Hint 29

Chandler’s view of structure and strategy
“Structure of an organization follows from the strategy that is adopted.”
Strategy
“Strategy is the determination of basic long-term goals and objectives together with the adoption of courses of action and the allocation of resources for carrying out those goals.”
Structure
“Structure is the organization which is devised to administer the activities which arise from the strategies adopted.”

Front 30

Miles & Snow’s four types of adaptation strategies:

Back 30

Pugh & Hickson, 1996

Hint 30

1. Defenders
2. Prospectors
3. Analyzers
4. Reactors

Front 31

Defenders

Back 31

Pugh & Hickson, 1996

Hint 31

Solve problem by aiming at a narrow and stable domain. Concentrate mostly on their engineering problem. Strategies lead to a typical administrative solution.

Front 32

Prospectors

Back 32

Pugh & Hickson, 1996

Hint 32

aims to find and exploit new opportunities. Requires a flexible solution approach to problems.

Front 33

Analyzers

Back 33

Pugh & Hickson, 1996

Hint 33

Attempt to achieve some of the strengths of both Defenders and Prospectors. Try to balance minimizing risk and the maximizing of profit

Front 34

Reactors

Back 34

Pugh & Hickson, 1996

Hint 34

Unlike the other three types, reactors do not have a viable strategy. Merely react to change in inconsistent and inappropriate ways

Front 35

Burns discusses two types of organizations at the extreme points of the organizational continuum:

Back 35

Pugh & Hickson, 1996

Hint 35

Mechanistic
Organic

Front 36

Mechanistic

Back 36

Pugh & Hickson, 1996

Hint 36

Adapted to relatively stable conditions. Clear hierarchy of control. Responsibility for the overall knowledge and coordination rests exclusively at the top.

Front 37

Organic

Back 37

Pugh & Hickson, 1996

Hint 37

Adapted to unstable conditions. Continual adjustment and redefinition of individual tasks

Front 38

Learning Organization

Back 38

French, Bell, & Zawacki, 2005

Hint 38

• Argyris & Schon (1978); “The detection and correction of errors.”
• Fench, Bell, & Zawacki, (2005); A process that unfolds over time and is linked with knowledge acquisition and improved performance.

Front 39

Learning organization defined:

Back 39

Dodson, 1993

Hint 39

“A firm that purposefully constructs structures and strategies, to enhance and maximize organizational learning”

Front 40

Learning organizations are skilled at five main activities:

Back 40

French, Bell, & Zawacki, 2005

Hint 40

1. Systematic problem solving
2. experimentation with new approaches
3. learning from their own experience and past history
4. learning from the experiences and best practices of others
5. transferring knowledge quickly and efficiently throughout the organization

Front 41

Three types of organizational learning:

Back 41

Argyris & Schon, 1978

Hint 41

Single-loop learning
Double loop learning
Duetero learning

Front 42

Single-loop learning

Back 42

Argyris & Schon, 1978

Hint 42

Occurs when errors and corrected and firms continue with their present policies and goals. Followers accept change without questioning underlying assumptions or core beliefs.

Front 43

Double loop learning

Back 43

Argyris & Schon, 1978

Hint 43

Occurs when, in addition to detection and correction of errors, the organization questions and modifies its existing norms, procedures, policies, and objectives. Is concerned with the why and how to change the organization

Front 44

Duetero learning

Back 44

Argyris & Schon, 1978

Hint 44

Occurs when organizations learn how to carry out single-loop and double-loop learning. The first two forms of learning will not occur if the organization is not aware that learning must occur.

Front 45

Measuring organizational learning usually includes three overlapping stages:

Back 45

French, Bell, & Zawacki, 2005

Hint 45

1. Cognitive – members are exposed to new ideas, expand their knowledge and begin to think differently
2. Behavioral – Employees begin to internalize new insights and alter their behavior.
3. Performance improvement – Changes in behavior lead to measurable improvements in results: superior quality, better delivery, increased market share, or other tangible gains.

Front 46

Steps in creating a learning organization:

Back 46

French, Bell, & Zawacki, 2005

Hint 46

1. Foster an environment that is conducive to learning.
2. Open up boundaries and stimulate the exchange of ideas.
3. Create learning forums. Programs or events designed with explicit learning goals in mind.

Front 47

Organizational culture defined

Back 47

Schein, 1992

Hint 47

“A pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and, therefore, be taught to new members as the correct way to perceive, think, and feel in relation to those problems.”

Front 48

Three basic levels of culture:

Back 48

Schein, 1992

Hint 48

1. Artifacts
2. Espoused values
3. Basic assumptions and values

Front 49

Artifacts

Back 49

Schein, 1992

Hint 49

Surface aspects such as dress that can be easily discerned but are hard to understand

Front 50

Espoused values

Back 50

Schein, 1992

Hint 50

Beneath surface aspects which are conscience strategies, goals, and philosophies

Front 51

Basic assumptions and values

Back 51

Schein, 1992

Hint 51

The core or essence of culture, which are difficult to discern because they exist at a largely unconscious level. Provide the key understanding why things happen in a particular way. They form deeper dimensions such as nature of humans, human relationships and activity, reality and truth