Description
– use chapters attached to solve assignment questions.
– The Assignment must be submitted in (WORD format only).
– be advised to make the work clear and well presented.
– All answers must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Important Notes:
1. Artificial Intelligence usage is not accepted to avoid plagiarism and similarity.
2. Read assignment questions clearly then answer them accordingly.
3. Answers of Q1 (150-200 words) Q2 (150-200 words) Q3 (200-250)
4. Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.
5. References required in the assignment. Use APA style for writing references
Team Characteristics and
Diversity
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Teams defined
Team types
Variations within team types
Team interdependence
Team composition
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Team Characteristics
A team consists of two or more people who work
interdependently over some time period to accomplish
common goals related to some task-oriented purpose.
• A special type of “group”
• The interactions among members within teams revolve
around a deeper dependence on one another than the
interactions within groups.
• The interactions within teams occur with a specific taskrelated purpose in mind.
©McGraw-Hill Education.
Table 11-1 Types of Teams
Type of Team
Purpose and Activities
Life Span
Member
Involvement
Specific Examples
Work team
Produce goods or provide
services
Long
High
Self-managed work team
Production team
Maintenance team
Sales team
Management
team
Integrate activities of
subunits across business
functions
Long
Moderate
Top management team
Parallel team
Provide recommendations
and resolve issues
Low
Quality circle
Advisory council
Committee
Project team
Produce a one-time output
(product, service, plan,
design, etc.)
Varies
Product design team
Research group
Planning team
Action team
Perform complex tasks that
vary in duration and take
place in highly visible or
challenging circumstances
Varies
Surgical team
Musical group
Expedition team
Sports team
Varies
Varies
Varies
Sources: S.G. Cohen and D.E. Bailey, “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite,” Journal of Management 27 (1997), pp. 239-90; and E. Sundstrom, K.P.
De Meuse, and D. Futrell, “Work Teams: Applications and Effectiveness,” American Psychologist 45 (1990), pp. 120-33.
©McGraw-Hill Education.
Figure 11-1 Types of Teams
©McGraw-Hill Education.
Variations within Team Types
Virtual teams are teams in which the members are
geographically dispersed, and interdependent activity
occurs through electronic communications—primarily email, instant messaging, and Web conferencing.
Teams also vary in how experienced they are.
©McGraw-Hill Education.
Figure 11-2 Two Models of Team Development
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Team Interdependence
1 of 3
Task interdependence refers to the 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.
©McGraw-Hill Education.
Figure 11-3 Task Interdependence and
Coordination Requirements
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Team Interdependence
2 of 3
Goal interdependence exists when team members have
a shared vision of the team’s goal and align their
individual goals with that vision as a result.
©McGraw-Hill Education.
The Mission Statement Development Process
For a similar take on how to develop mission statements, see P.S. MacMillan The Performance Factor: Unlocking the Secrets of Teamwork, Nashville,
Broadman & Holman Publishers, 2001, pp. 51–53.
Jump to Appendix 3 long
Image description
©McGraw-Hill Education.
Team Interdependence
3 of 3
Outcome interdependence exists when team members
share in the rewards that the team earns.
©McGraw-Hill Education.
OB on Screen
Arrival
©McGraw-Hill Education.
Interdependence
Average
score: 14
Average
score: 14
Average
score: 14
Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A R eplication and Extension,”
Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc.
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Figure 11-4 Five Aspects of Team Composition
©McGraw-Hill Education.
Table 11-3 Team and Individualistic Roles
Team Task Roles
Description
Initiator-contributor
Proposes new ideas
Coordinator
Tries to coordinate activities among team members
Orienter
Determines the direction of the team’s discussion
Devil’s advocate
Offers challenges to the team’s status quo
Energizer
Motivates the team to strive to do better
Procedural-technician
Performs routine tasks needed to keep progress moving
Team-Building Roles
Description
Encourager
Praises the contributions of other team members
Harmonizer
Mediates differences between group members
Compromiser
Attempts to find the halfway point to end conflict
Gatekeeper-expediter
Encourages participation from teammates
Standard setter
Expresses goals for the team to achieve
Follower
Accepts the ideas of teammates
Individualistic Roles
Description
Aggressor
Deflates teammates, expresses disapproval with hostility
Blocker
Acts stubbornly resistant and disagrees beyond reason
Recognition seeker
Brags and calls attention to himself or herself
Self-confessor
Discloses personal opinions inappropriately
Slacker
Acts cynically, or nonchalantly, or goofs off
Dominator
Manipulates team members for personal control
Source: Adapted from K. Benne and P. Sheats, “Functional Roles of Group Members,” Journal of Social Issues 4 (1948), pp. 41-49
©McGraw-Hill Education.
Member Ability
Cognitive and physical abilities needed in a team
depend on the nature of the team’s task.
• Disjunctive tasks
• Conjunctive tasks
• Additive tasks
©McGraw-Hill Education.
Member Personality
Three traits are especially critical in teams:
• Agreeable people tend to be more cooperative and
trusting, tendencies that promote positive attitudes about
the team and smooth interpersonal interactions.
• Conscientious people tend to be dependable and work
hard to achieve goals.
• Extraverted people tend to perform more effectively in
interpersonal contexts and are more positive and optimistic
in general.
©McGraw-Hill Education.
Team Diversity
Degree to which members are different from one another
in terms of any attribute that might be used by someone
as a basis of categorizing people
• Value in diversity problem-solving approach
• Similarity-attraction approach
• Surface-level diversity
• Deep-level diversity
©McGraw-Hill Education.
Team Size
Having a greater number of members is beneficial for
management and project teams but not for teams
engaged in production tasks.
Team members tend to be most satisfied with their team
when the number of members is 4 or 5.
©McGraw-Hill Education.
Team Viability
1. What the team has accomplished is more than I could have accomplished.
2. My team has done an excellent job.
3. I am happy about this team’s overall effectiveness.
4. I’ve enjoyed working with the people on this team.
5. If the situation arose, I would choose to work on this team again.
6. Working with this team has been something I’ve enjoyed.
Average Score: 22
©McGraw-Hill Education.
Figure 11-6 Effects of Task Interdependence on
Performance and Commitment
Sources: M.A. Campion, G.J. Medsker, and A.C. Higgs, “Relations between Work Group Characteristics and Effectiveness: Implications for
Designing Effective Work Groups,” Personnel Psychology 46 (1993), pp. 823–49; M.A. Campion, E.M. Papper, and G.J. Medsker,
“Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52; S.H.
Courtright, G.R. Thurgood, G.L. Stewart, and A.J. Pierotti, “Structural Interdependence in Teams: An Integrative Framework and Meta-Analysis,
” Journal of Applied Psychology 100 (2015), pp. 1825-1846; and G.L. Stewart, “A Meta-Analytic Review of Relationships between Team Design
Features and Team Performance,” Journal of Management 32 (2006), pp. 29–54.
©McGraw-Hill Education.
Next Time
Chapter 12: Team Processes and Communication
©McGraw-Hill Education.
Chapter 12
Teams: Processes and
Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Team process defined
Taskwork processes
Teamwork processes
Communication
Team states
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Team Processes
1 of 3
Reflects the different types of activities and interactions
that occur within teams and contribute to their ultimate
end goals
• Team characteristics, like member diversity, task
interdependence, team size, and so forth, affect team
processes.
• Team processes, in turn, have a strong impact on team
effectiveness.
©McGraw-Hill Education.
Team Processes
2 of 3
Process gain is getting more from the team than you
would expect according to the capabilities of its
individual members.
Process loss is getting less from the team than you
would expect based on the capabilities of its individual
members.
©McGraw-Hill Education.
Team Processes
3 of 3
Causes of process loss
Coordination loss
• Production blocking
Motivational loss
•
©McGraw-Hill Education.
Social loafing
Figure 12-1 Taskwork Processes
©McGraw-Hill Education.
Table 12-1 IDEO’s Secrets for Brainstorming
What To Do
Description
Have a sharp focus
Begin the brainstorming with a clearly stated problem.
Playful rules
Encourage playfulness, but don’t debate or critique ideas.
Number the ideas
Make it easier to jump back and forth between ideas.
Build and jump
Build on and explore variants of ideas.
The space remembers
Use space to keep track of the flow of ideas in a visible way.
Stretch your brain
Warm up for the session by doing word games.
Get physical
Use drawings and props to make the ideas three-dimensional.
What Not To Do
Description
The boss speaks first.
Boss’s ideas limit what people will say afterwards.
Give everybody a turn.
Forcing equal participation reduces spontaneity.
Only include experts.
Creative ideas come from unexpected places.
Do it off-site.
You want creativity at the office too.
Limit the silly stuff.
Silly stuff might trigger useful ideas.
Write down everything.
The writing process can reduce spontaneity.
Source: T. Kelley and J. Littman, The Art of Innovation (New York: Doubleday, 2001).
©McGraw-Hill Education.
Decision Making
Decision informity reflects whether members possess
adequate information about their own task
responsibilities.
Staff validity refers to the degree to which members
make good recommendations to the leader.
Hierarchical sensitivity reflects the degree to which the
leader effectively weighs the recommendations of the
members.
©McGraw-Hill Education.
Boundary Spanning
Ambassador activities refer to communications that
are intended to protect the team, persuade others to
support the team, or obtain important resources for the
team.
Task coordinator activities involve communications
that are intended to coordinate task-related issues with
people or groups in other functional areas.
Scout activities refer to things team members do to
obtain information about technology, competitors, or the
broader marketplace.
©McGraw-Hill Education.
OB on Screen
Spotlight
©McGraw-Hill Education.
Figure 12-2 Teamwork Processes
©McGraw-Hill Education.
Transition Processes
Mission analysis involves an analysis of the team’s task,
the challenges that face the team, and the resources
available for completing the team’s work.
Strategy formulation refers to the development of
courses of action and contingency plans, and then
adapting those plans in light of changes that occur in the
team’s environment.
Goal specification involves the development and
prioritization of goals related to the team’s mission and
strategy.
©McGraw-Hill Education.
Action Processes
Monitoring progress toward goals
Systems monitoring involves keeping track of things that
the team needs to accomplish its work.
Helping behavior involves members going out of their
way to help or back up other team members.
Coordination refers to synchronizing team members’
activities in a way that makes them mesh effectively and
seamlessly.
©McGraw-Hill Education.
Interpersonal Processes
Motivating and confidence building refers to things team
members do or say that affect the degree to which
members are motivated to work hard on the task.
Conflict management involves activities that the team
uses to manage conflicts that arise in the course of its
work.
• Relationship conflict
• Task conflict
©McGraw-Hill Education.
Relationship Conflict
1. How much conflict do your members have from an emotional perspective?
2. How much tension do you see within your team between members?
3. How many “personality clashes” do you observe between folks on your team?
4. How much friction do you see between members on your team?
Average Score: 9
©McGraw-Hill Education.
Figure 12-3 The Communication Process
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Communication
Communicator issues
Information richness
Network structure
©McGraw-Hill Education.
Figure 12-4 Communication Network
Structures
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Figure 12-5 Team States
©McGraw-Hill Education.
Cohesion
Exists when members of teams develop strong
emotional bonds to other members of their team and to
the team itself.
Groupthink happens in highly cohesive teams when
members may try to maintain harmony by striving toward
consensus on issues without ever offering, seeking, or
seriously considering alternative viewpoints and
perspectives.
©McGraw-Hill Education.
Cohesion Assessment
Source: Items adapted from E. R. Crawford. “Team Network Multiplexity, Synergy and Performance.” Doctoral dissertation. University of Florida, 2011.
Average Score: 45
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Potency
Refers to the degree to which members believe that the
team can be effective across a variety of situations and
tasks
©McGraw-Hill Education.
Mental Model
Refers to the level of common understanding among
team members with regard to important aspects of the
team and its task
©McGraw-Hill Education.
Transactive Memory
1 of 2
Refers to how specialized knowledge is distributed
among members in a manner that results in an effective
system of memory for the team
©McGraw-Hill Education.
Transactive Memory
2 of 2
1. I know who knows what on my team.
2. We can’t complete our work without each member’s specialized knowledge base.
3. On this team, different members cover different knowledge areas.
4. There are things I know about on my team’s task that no one else does.
5. Each of our team’s members has some specialty, from a knowledge perspective.
Average Score: 15
©McGraw-Hill Education.
Figure 12-7 Effects of Teamwork Processes on
Performance and Commitment
Source: J.A. LePine, R.F. Piccolo, C.L. Jackson, J.E. Mathieu, and J.R. Saul, “A Meta-Analysis of Team Process: Towards a Better Understanding of the
Dimensional Structure and Relationships with Team Effectiveness Criteria,” Personnel Psychology 61 (2008), pp. 356–76.
©McGraw-Hill Education.
Chapter 15
Organizational Structure
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Organizational structure defined
Types and elements of structure
Organizational design
Common organizational forms
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Organizational Structure
1 of 2
Formally dictates how jobs and tasks are divided and
coordinated between individuals and groups within the
company
An organizational chart is a drawing that represents
every job in the organization and the formal reporting
relationships between those jobs.
• Such charts vary in five elements of structure shown in
Table 15-1 on the next slide.
©McGraw-Hill Education.
Table 15-1 Elements of
Organizational Structure
Organizational Structure
Dimension
Definition
Work specialization
The degree to which tasks in an organization are divided
into separate jobs
Chain of command
Answers the question of “who reports to whom?” and
signifies formal authority relationships
Span of control
Represents how many employees each manager in the
organization has responsibility for
Centralization
Refers to where decisions are formally made in
organizations
Formalization
The degree to which rules and procedures are used to
standardize behaviors and decisions in an organization
©McGraw-Hill Education.
OB on Screen
The Imitation Game
©McGraw-Hill Education.
Centralization
Average
Score:
>20
Average
Score:
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