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113 Cards in this Set
- Front
- Back
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team |
2 or more people who work independently over some time period to accomplish common goals related to some task-oriented purpose |
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5 general types of teams |
1. work team 2. management team 3. parallel team 4. project team 5. action team |
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work team |
produce goods or services long life span high member involvement |
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management team |
participates in managerial level tasks that affect entire org. integrate activities of subunits across business functions long lifespan moderate member involvement |
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parallel team |
provide recommendations and resolve issues life span varies low member involvement (part time commitment) ex: quality circle, advisory council, committee |
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project team |
produce a one-time output (product, service, plan, design, etc) life span and involvement vary ex: product design team, research team, planning team |
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action team |
perform complex tasks that vary in duration and take place in highly visible or challenging circumstances membership and lifespan vary ex: surgical team, musical group, sports team |
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characteristics of team with high autonomy vs low autonomy |
high: freedom to work together, establish own goals, procedures, roles, etc low: strict rules, manager makes most decisions |
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do people prefer to work on high autonomy or low autonomy teams |
prefer high autonomy (self-management) |
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virtual teams |
team members geographically dispersed, so interdependent activity occurs through electronic communications |
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logitech 'work follows the sun' method |
benefits from time differences: at the end of their work day, members in one area hand off work to the other team who is just starting their work day work gets done faster |
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5 stages of team development |
1. forming 2. storming 3. norming 4. brainstorming 5. adjourning |
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forming stage + 3 things people look out for |
members orient themselves try to understand boundaries -what is expected of them -which behaviours are out of bounds -who is in charge |
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storming stage + what 2 things develop in this stage |
members remain committed to the ideas that they bring with them to the team -solidarity develops as they work towards team goals -norms develop regarding what different members are responsible for |
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performing stage |
comfortable working within their roles and team makes progress towards goal
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adjourning |
members may experience anxiety and other emotions as they disengage and ultimately separate from the team -more significant effect on teams with long lifespans that require high member involvement |
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what model to teams follow when they don't go through the 5 stages? |
punctuated equilibrium (forming + pattern creation, inertia, midpoint (nothing) , process revision, inertia) |
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punctuated equilibrium |
sequence of team development during which not much gets done until the halfway point of a project, after which teams make necessary changes to complete the project on time |
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team interdependence |
the way team members are linked to one another, interactions as team accomplishes work |
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task interdependence |
degree to which team members interact with and rely on other team members for the information, materials, and resources needed to accomplish work for the team |
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4 types of task interdependence |
1. pooled interdependence 2. sequential interdependence 3. reciprocal interdependence 4. comprehensive interdependence |
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pooled interdependence + ex |
work assignments completed individually and work piled together to represent group output ex: fishing boat with multiple fishers who fish independently and then total production is all fishermen's output together |
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sequential interdependence |
different tasks in prescribed order (sequence) members specialize in diff tasks interaction only occurs between members who perform tasks that are next to each other |
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reciprocal interdependence |
specialized to perform specific tasks interact with a subset of members to complete team work |
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comprehensive interdependence |
highest level of interaction and coordination among members each member has high discretion in terms of what they do and who they interact with |
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trade off with increasing task interdependence |
as task interdependence increases, so does the need to spend more time communicating and coordinating with other members to complete tasks time spend coordinating can result in lost productivity |
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benefit of increasing task interdependence |
increased adaptability to new situations higher communication = higher likelihood of devising solutions to novel problems |
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goal interdependence + ex |
degree to which team members have a shared goal and align their individual goals with that vision ex: people in a boat - will reach faster if they all have same destination so they will paddle in the same direction |
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one method of increasing goal interdependence |
have team develop a formalized mission statement -clearly describe what the team wants to accomplish -creates sense of urgency -increase sense of ownerhip -helps members understand and identify goals and action required to reach them |
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outcome interdependence |
degree to which team members share equal rewards that result from the team achieving its goals |
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when is outcome interdependence low |
when members receive rewards for individual performance |
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team composition |
mix of various characteristics that describe the individuals who work in the team |
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role |
a pattern of behaviour a person is generally expected to display in a given context can distinguish member roles based on what leaders and staff do |
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5 aspects of team composition |
1. member roles 2. member ability 3. member personality 4. team diversity 5. team size |
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team task roles + the 6 diff types |
behaviours that directly facilitate the accomplishment of team tasks 1. iniator-contributor - propose new ideas 2. coordinator - coordinate activities 3. orienter - determine direction of team discussion 4. devil's advocate - challenges team's status quo 5. energizer - motivates team to strive to do better 6. procedural-technician - performs routine tasks to keep progress moving |
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team building roles + 6 types |
behaviours that influence the quality of team's social climate 1. encourager - praises the contributions of other team members 2. harmonizer - mediates differences 3. compromiser - finds halfway point to end conflict 3. gatekeeper-expediter -encourages team participation 4. standard setter - expresses goals for team to achiever 5. follower - accepts teammates' ideas |
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individualistic roles + 4 types |
behaviours that benefit the individual at the expense of the team 1. aggressor - deflates teammates, expresses disatisfaction, hostility 2. blocker - acts stubbornly resistant, disagrees beyond reason 3. recognition seeker - grabs and calls attention to them-self 4. dominator - manipulates team members for personal gain |
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member ability |
important abilities depend on the nature of the team's work not every member needs to have high cognitive or physical abilities |
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disjunctive tasks |
tasks with objectively verifiable best solution member with highest ability has most influence |
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conjunctive tasks |
all team members must possess relevant abilities -team performance depends on performance of weakest link |
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additive tasks |
contributions resulting from the abilities of every member add up to determine team performance ex: total amt of $$ peewee hockey team earns from selling pizza is the sum of each individual member's sales |
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member personality - 3 traits to be high on |
agreeability, conscientiousness, extraversion |
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benefits of highly agreeable team members |
cooperative & trusting more concerned with team interest than their own (work hard on team's behalf) |
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caveat of agreeable team members |
cant have too many of them they prefer harmony - less likely to offer constructive criticism may act in ways that boost team harmony at the expense of task accomplishment |
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disadvantages of low conscientious members |
interpersonal conflicts - time consuming and divert attention away from work responsibilities even if team works to compensate for the one member, difficult to perform as effectively as if all members were responsible and engaged |
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benefits of extraverted members |
benefit group's social climate more optimistic perform more effectively in interpersonal contexts improve team effectiveness in the eye's of supervisor |
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caveat of too many extraverted members |
assertive and dominant tendencies result in power struggles, unproductive conflict more frequently |
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diversity |
degree to which team members are different from one another |
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value in diversity problem-solving approach |
theory supporting team diversity bc larger pool of knowledge and perspectives |
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when is diversity most beneficial |
-teammates willing to put in effort to understand and integrate different perspectives -complex work that requires creativity |
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similarity-attraction approach |
diversity is counterproductive because people tend to avoid interacting with those who are unlike them in order to reduce likelihood of disagreements |
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surface-level diversity |
diversity of observable attributes such as race, gender, ethnicity and age |
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what happens to negative effects of surface level diversity overtime? |
negative effects disappear over time as members get to know each other knowledge about underlying characteristics replaces stereotypes |
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fault lines |
informal subgroups develop based on surface-level similarities |
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issue with fault lines |
subgroups may not pass knowledge that can help entire team perform more effectively from subgroup to subgroup |
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how to overcome negative effect of fault lines |
training and leadership reward practices that reinforce the value of sharing info and promote a strong sense of team identity |
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deep-level diversity |
diversity of attributes that are inferred through observation or experience (value or personality) |
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what happens to negative effects of deep-level diversity over time? |
increase over time |
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how to reduce negative effects of deep level diversity |
emphasize tasks and provide explicit direction, procedures, and expectations instructing members to reflect on their progress toward goals and strategies |
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which two traits do the negative effects of deep level diversity not apply to? |
extraversion and agreebleness teams benefit from mix of the two |
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how to encourage multicultural teams manage differences? |
encourage open communication about cultural differences and develop strategies |
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team size: when is 'the more the merrier' true? why? |
management and project teams more complex and knowledge intensive tasks can benefit from pooled resources and combined knowledge |
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team size: when is 'too many cooks spoil the broth true?' why? |
production teams (work teams) perform routine tasks aka less complex tasks too many ppl = coordination problems extra members socialize more and are less productive so they feel less accountable for the work product |
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team processes |
different types of activities and interaction that occur within a team as it works toward its goals behavioural interactions and internal feelings |
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process gain |
achievement of team outcomes greater than those one would expect on capabilities of the individual members (synergy) |
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process loss |
achievement of team outcomes less than those one would expect on the basis of capabilities of the individual members |
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3 things that lead to production loss |
1. coordination loss 2. production blocking 3. motivational loss |
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coordination loss |
time/ energy spend coordinating that could have been spent on task activity |
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production blocking |
when members have to wait one one another before they can do their part of the task |
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motivational loss |
social loafing - team members dont work as hard as they could dont always work together as the same unit |
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taskwork processes |
activities of team members that relate directly to the accomplishment of tasks |
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3 types of taskwork behaviour |
1. creative behaviour 2. decision making 3. boundary spanning |
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brainstorming vs nominal group technique |
brainstorming rarely works as well as intended (production blocking, social loafing, hesitation) nominal group technique overcomes brainstorming's limitations because there is a set period to write down ideas and each member shares ideas in round robin fashion and then they rank them on cards submitted to facilitator |
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3 factors of effective decision making |
1. decision infirmity - 2. staff validity 3. hierarchical sensitivity |
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decision infirmity |
whether members possess adequate info about their own task responsibilities |
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staff validity |
degree to which member make good recommendations to the leader |
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hierarchical sensitivity |
degree to which the leader effectively weighs the recommendations of the members |
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3 ways to improve decision making |
1. tell members to share and consider additional pieces of info 2. separate info sharing process from process of making recommendations and final decisions in terms of communication 3. leaders make better decisions when separated from members |
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3 activities involved in boundary spanning |
1. ambassador activities 2. task coordinator activities 3. scout activities |
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ambassador activities |
communications intended to protect the team, persuade others to support them, or obtain important resources for the team usually involves lots of upward communication |
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task coordinator activities |
involve communications intended to coordinate task-related issues with people in other functional area ex: marketing mgr meets with manufacturing mgr to figure out how to integrate coupon into product packagin |
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scout activities |
refer to things team members do to obtain info about technology, competitors, or the broader marketplace ex: mkting meets with eng to seek new info about new materials |
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teamwork processes |
interpersonal activities that promote the accomplishment of team tasks but do not involve task accomplishment itself |
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3 processes involved in teamwork processes |
1. transition processes 2. action processes 3. interpersonal processes |
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transition process + the 3 parts + when it occurs |
focus on preparation for future work in the team 1. mission analysis - analysis of team's task, challenges that face team, resources available 2. strategy formulation - development of courses of action and contingency plans, changing as needed to adapt to environment 3. goal specification - development and prioritization of goals related to mission and strategy occurs before team begins work and between periods of work activity |
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action processes |
important as task work is being accomplished 1. monitoring progress toward goals - charting team's performance relative to goals 2. systems monitoring - keeping track of things that the team needs to accomplish its work 3. helping behaviour - most useful when uneven work distribution 4. coordination - synchronizing team member's activities in a way that makes them mesh effectively and seamlessly |
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5 aspects of interpersonal processes |
1. motivating and confidence building - creating urgency and optimism 2. affect management - foster emotional balance and unity 3. conflict management 4. relationship conflict - interpersonal incompatibilities with respect to personal values or preferences (not directly connected to team's task but still results in reduced team performance) 5. task conflict important throughout teamwork |
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7 factors that can make task conflict beneficial |
1. trust and confidence expressing opinions 2. effective conflict management practices 3. team composed of emotionally stable members or high openness to experience 4. low relationship conflict |
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2 conditions for task conflict leading to higher project scores and higher satisfaction with team experience |
1. proactive approach to conflict management (ignoring conflict makes it worse) 2. manage conflict agreeably (express opinions in relaxed, nonconfrontational way) |
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team states |
specific types of feelings and thoughts that coalesce in the minds of members as a consequence of working together |
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4 team states |
1. cohesion 2. potency 3. mental models 4. transactive memory |
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cohesion + 1 benefit + 1 disadvantage |
emotional attachment -fosters high motivation and commitment -can lead to groupthink |
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groupthink |
behaviours that support conformity and team harmony at the expense of other team priorities |
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potency |
degree of confidence among team members that the members can be effective across situations and tasks |
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benefit of high potency and disadvantage of overly high potency |
members focus energy on team's goals
overconfidence in team capabilities increases groupthink |
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1. factors that increase potency |
1. past team success 2. members confident in their own abilities 3. feedback about past performance |
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mental models |
degree to which team members have a shared understanding of important aspects of the team and its task know where to go for help can anticipate when others need help smoothly and efficiently carry out processes |
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transactive memorytransactive memory |
distribution of specialized knowledge that results in an effective system of memory for the team not every team member needs the same knowledge, but members need to know when their specialized knowledge is relevant and how to combine their knowledge with the knowledge of others depends on each members, if one members is slow or forgetful the whole system fails |
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team commitment/ team viability |
likelihood that the team can work together effectively into the future |
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correlation between task interdependence and task performance
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moderate positive higher task interdependence leads to higher task performance when work is complex |
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correlation between task interdependence and team commitment |
weak positive in general but for teams involved in complex work, it has a strong correlation |
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teamwork processes correlation with team performance |
moderate positive |
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why is there a strong positive correlation between team commitment and teamwork processes |
people have higher satisfaction and go out of their way to do things that will help them stick together |
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transportable teamwork competencies |
team training that involves helping people develop general competencies that they can transport from one team context to another |
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5 types of transportable teamwork competencies |
1. conflict resolution 2. creative problem solving 3. communications 4. goal setting and performance management 5. planning and task coordination |
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what does conflict resolution teach |
undesirable vs desirable conflict win win strategies |
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what does collaborative problem solving teach |
identify when to use problem solving and the degree of participation required |
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cross-training |
team members train in the duties and responsibilities of their teammmates |
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3 levels of cross-training |
personal clarification - info about roles positional modelling - observing others / shadowing positional rotating - hands on experience; deepest level |
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team process training + example |
use of team experience that facilitates the team's ability to function and perform more effectively as an intact unit ex: action learning - team given problem and they analyze it together, coach helps facilitate and debrief |
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team process training vs cross training and transportable capabilities |
team process - team experience cross + transportable - individual experience |
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team building |
fun activities that facilitate team problem solving, trust relationship building and clarification of role responsibilties |
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there is mixed support for team building exercises, but when is it most beneficial |
small teams when the exercises emphasize importance of role responsibilities |
