Aaa OB UC3M - Ch9-10 PDF

Organizational UC3M Business School 2019/20
Prof. Simon P. Deffendini S., Ph.D.
Behavior sdeffend@emp.uc3m.es
1
Organizational Behavior
Foundations of Group Behavior
❖ OB Model
❖ Our model will evolve from
the individual behaviour to
the whole organization system
of interactions.

2
❖ A Group
❖ is defined as two or more
individuals, interacting and
interdependent, who have
come together to achieve
particular objectives.

3
❖ Groups can be either:

❖ Formal groups:
❖ those defined by the
organization’s structure.
❖ Informal groups:
❖ alliances that are neither
formally structured nor
organizationally determined.

4
❖ Social identity theory:

❖ considers when and why
individuals consider
themselves members of
groups.

5

❖ people have emotional
reactions to the failure or
success of their group because
their self-esteem gets tied into
the performance of the group.

6

❖ social identities help us
understand who we are and
where we fit in with people.

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❖ Ingroups and Outgroups

❖ ingroup favoritism occurs
when we see members of our
group as better than other
people, and people not in our
group as all the same.

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❖ Ingroups and Outgroups

❖ Whenever there is an ingroup,
there is by necessity an
outgroup, which is sometimes
everyone else, but is usually
an identified group known by
the ingroup’s members.

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❖ Social Identity Threat

❖ Ingroups and outgroups pave
the way for social identity
threat, which is akin to
stereotype threat.

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❖ Social Identity Threat

❖ Individuals believe they will
be personally negatively
evaluated due to their
association with a devalued
group, and they may lose
confidence and performance
effectiveness.

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❖ The Punctuated-Equilibrium
Model
❖ Stages of Group Development
❖ Temporary groups have their own
unique sequencing of actions (or
inaction):
❖ Their first meeting sets the
group’s direction.
❖ This first phase of group
activity is one of inertia.

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Model
inaction):
❖ A transition takes place at the
end of this phase, which
occurs exactly when the group
has used up half its allotted
time.

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Model
inaction):
❖ A transition initiates major
changes.
❖ A second phase of inertia
follows the transition.

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Model
inaction):
❖ The group’s last meeting is
characterized by markedly
accelerated activity.

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❖ Group Properties: Roles, Norms,

Status, Size, and Cohesiveness
❖ Role:
❖ a set of expected behavior
patterns attributed to someone
occupying a given position in
a social unit.

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❖ Role perception:
❖ one’s perception of how to act
in a given situation.

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❖ Role expectations:
❖ how others believe one should
act in a given situation.

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❖ Psychological contract:
❖ is an unwritten agreement
that exists between employees
and their employer.

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❖ Psychological contract:
❖ If role expectations as implied
are not met, expect negative
effects on employee
performance and satisfaction.

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❖ Role conflict:
❖ situation in which an
individual faces divergent role
expectations.

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❖ Role conflict:
❖ within organizations, most
employees are simultaneously
in occupations, workgroups,
divisions, and demographic
groups…

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❖ Role conflict:
❖ … and these identities can
conflict when the expectations
of one clash with the
expectations of another.

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❖ Interrole conflict:
❖ when the expectations of our
different, separate groups are
in opposition.

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Philip Zimbardo’s prison experiment.
❖ Role Play and Assimilation
❖ participants easily and rapidly
assumed roles that were very
different from their inherent
personalities.
https://www.khanacademy.org/test-prep/mcat/behavior/social-
psychology/v/zimbardo-prison-study-the-stanford-prison-experiment

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❖ How Norms Exert Influence On

An Individual’s Behavior
❖ Norms:
❖ Acceptable standards of
behavior within a group that
are shared by the group’s
members.

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❖ Norms and Emotions
❖ A recent study found that, in a
task group, individuals’
emotions influenced the
group’s emotions and vice
versa.

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❖ Norms and Emotions
❖ Researchers have also found
that people grew to interpret
their shared emotions in the
same way.

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❖ Asch’s Study
❖ People conform to their
reference groups, in which a
person is aware of other
members, defines himself or
herself as a member
https://www.youtube.com/watch?v=lVE38XM2puY

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❖ Asch’s Study
❖ … or would like to be a
member, and feels group
members are significant to him
or her.

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❖ Asch’s Study
❖ The implication, then, is that
all groups do not impose equal
conformity pressures on their
members.

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❖ Positive Norms and Group
Outcomes
❖ One goal of every organization
with corporate social
responsibility (CSR) initiatives
is for its values to hold
normative sway over
employees.

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Outcomes
❖ If employees aligned their
thinking with positive norms,
these norms would become
stronger and the probability of
positive impact would grow
exponentially.

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Outcomes
❖ Positive group norms may
well beget positive outcomes,
but only if other factors are
present.
https://www.youtube.com/watch?v=W7RHjwmVGhs

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Outcomes
❖ As powerful as norms can be,
though, not everyone is
equally susceptible to positive
group norms.

35

Outcomes
❖ Individual personalities factor
in, too, as well as the level of a
person’s social identity within
the group.

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Category Examples
Production Leaving early

❖ Negative Norms and Group Blank Intentionally working slowly
Outcomes Blank Wasting resources
Property Sabotage
❖ Deviant Workplace Behavior Blank Lying about hours worked
Blank Stealing from the organization
Political Showing favoritism

❖ refers to a full range of Blank Gossiping and spreading rumors
antisocial actions by Blank Blaming coworkers
Personal aggression Sexual harassment

organizational members that Blank Verbal abuse
intentionally violate Blank Stealing from coworkers
established norms…
https://www.youtube.com/watch?v=bJWPgYjhO9g

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Category Examples

Property Sabotage
❖ Deviant Workplace Behavior Blank Lying about hours worked
Blank Stealing from the organization

❖ … and that result in negative Blank Gossiping and spreading rumors
consequences for the Blank Blaming coworkers
organization, its members, or Personal aggression Sexual harassment
Blank Verbal abuse

both. Blank Stealing from coworkers

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An Individual’s Behavior Category Examples

Property Sabotage
Blank Lying about hours worked

❖ Deviant Workplace Behavior Blank Stealing from the organization

❖ someone who ordinarily Blank Gossiping and spreading rumors
wouldn’t engage in deviant Blank Blaming coworkers
Personal aggression Sexual harassment

behavior might be more likely Blank Verbal abuse
to do so when working in a Blank Stealing from coworkers
group.

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❖ Norms and Culture
❖ Do people in collectivist
cultures have different norms
than people in individualist
cultures? Of course they do.

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❖ Norms and Culture
❖ But did you know that our
orientation may be changed,
even after years of living in
one society.

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❖ How Status and Size Differences

Affect Performance
❖ Status:
❖ a socially defined position or
rank given to groups or group
members by others.

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Affect Performance
❖ Status characteristics theory:
❖ status is derived from one of
three sources:
❖ The power a person wields
over others.

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Affect Performance
three sources:
❖ A person’s ability to contribute
to a group’s goals.

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Affect Performance
three sources:
❖ An individual’s personal
characteristics.

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Affect Performance
❖ Status and Norms:
❖ high status individuals often
have more freedom to deviate
from norms.

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Affect Performance
❖ Status and Group Interaction:
❖ high status people are often
more assertive.

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Affect Performance
❖ Status Inequity:
❖ perceived inequity creates
disequilibrium and can lead to
resentment and corrective
behavior.

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Affect Performance
❖ Status and Stigmatization:
❖ the “stigma by association”
effect can result in negative
opinions and evaluations of
the person affiliated with the
stigmatized individual, even if
the association is brief and
purely coincidental.

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Affect Performance
❖ Group Status:
❖ “us and them” mentality and
ensuing polarization.

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Affect Performance
❖ Group size affects the group’s
overall behavior.:
❖ Large groups—a dozen or
more members—are good for
gaining diverse input.

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Affect Performance
overall behavior.:
❖ Smaller groups—seven
members—are better at doing
something productive with
that input.

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Affect Performance
overall behavior.:
❖ Social loafing:
❖ the tendency for individuals to
expend less effort when
working collectively than
alone.

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❖ Integrating Cohesiveness and

Diversity for Group Effectiveness
❖ Groups differ in their
cohesiveness—the degree to
which members are attracted
to each other and are
motivated to stay in the group.

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❖ The relationship of
cohesiveness and productivity
depends on the performance-
related norms established by
the group.

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❖ If performance-related norms
are high, a cohesive group will
be more productive.

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❖ Diversity:
❖ degree to which members of
the group are similar to, or
different from, one another.

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❖ Diversity:
❖ Increases group conflict,
especially in the short term.

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❖ Diversity:
❖ Culturally and
demographically diverse
groups may perform better
over time.

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❖ Diversity:
❖ May help them be more open-
minded and creative.

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❖ Diversity:
❖ Faultlines or perceived divisions
that split groups into two or
more subgroups based on
individual differences such as
sex, race, age, work experience,
and education.

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❖ Diversity:
❖ Research on faultlines has
shown that splits such as these
are generally detrimental to
group functioning and
performance.

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❖ Diversity:
❖ Overall, although research on
faultlines suggests that
diversity in groups is a
potential double-edged sword,
recent work indicates they can
be strategically employed to
improve performance.

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❖ Group Decision Making

❖ Strengths of group decision
making:
❖ More complete information
and knowledge
❖ Increased diversity of views
❖ Increased acceptance of
solutions

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❖ Weaknesses of group decision
making:
❖ Time consuming
❖ Conformity pressures
❖ Dominance of a few members
❖ Ambiguous responsibility

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❖ Effectiveness and efficiency of
group decisions:
❖ Accuracy
❖ Speed
❖ Creativity
❖ Acceptance

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❖ Groupthink:
❖ situations in which group
pressures for conformity deter
the group from critically
appraising unusual, minority,
or unpopular views.

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❖ Groupshift:
❖ a change between a group’s
decision and an individual
decision that a member within
the group would make.

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❖ Group interactions:
❖ Most group decision making
takes place in interacting
groups.

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❖ Members meet face-to-face
and rely on both verbal and
nonverbal interaction to
communicate with each other.

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❖ Interacting groups often
censor themselves and
pressure individual members
toward conformity of opinion.

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❖ Brainstorming:
❖ can overcome pressures for
conformity.

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❖ In a brainstorming session:
❖ The group facilitator states the
problem.
❖ Members then “free-wheel” as
many alternatives as they can.
❖ No criticism is allowed.
❖ One idea stimulates others,
and group members are
encouraged to “think the
unusual.”
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❖ The nominal group technique:
❖ restricts discussion or
interpersonal communication
during the decision making
process.
❖ Group members are all
physically present, but members
operate independently.
❖ Permits the group to meet
formally but does not restrict
independent thinking, as does
the interacting group. Prof. Simon P. Deffendini S., Ph.D.
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❖ Evaluating Group
Effectiveness
❖ an interacting group is good
for achieving commitment to a
solution, brainstorming
develops group cohesiveness,
and the nominal group
technique is an inexpensive
means for generating a large
number of ideas.

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❖ Implications for Managers

❖ Recognize that groups can
have a dramatic impact on
individual behavior in
organizations, to either
positive or negative effect.

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❖ Pay special attention to roles,
norms, and cohesion—to
understand how these are
operating within a group is to
understand how the group is
likely to behave.

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❖ To decrease the possibility of
deviant workplace activities,
ensure that group norms do
not support antisocial
behavior.

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❖ Pay attention to the status
aspect of groups:
❖ lower-status people tend to
participate less in group
discussions, groups with high
status differences are likely to
inhibit input from lower-status
members and reduce their
potential.

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❖ Use larger groups for fact-
finding activities and smaller
groups for action-taking tasks.

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❖ With larger groups, provide
measures of individual
performance.

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❖ To increase employee
satisfaction, make certain
people perceive their job roles
accurately.

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Organizational UC3M Business School 2019/20
Behavior sdeffend@emp.uc3m.es
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Understanding Work Teams
❖ Why are teams popular?

❖ Teams are flexible and
responsive to changing events.

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❖ They can quickly assemble,
deploy, refocus, and disband.

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❖ They are an effective means to
democratize organizations and
increase employee
involvement.

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❖ They introduce a collaborative
mindset.

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❖ Differences Between Groups and

Teams
❖ a group as two or more
individuals, interacting and
interdependent, who have
come together to achieve
particular objectives.

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Teams
❖ a workgroup interacts
primarily to share information
and make decisions to help
each member perform within
his/her area of responsibility.

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Teams
❖ A work team generates
positive synergy through
coordinated effort. Individual
efforts result in a level of
performance that is greater
than the sum of those
individual inputs.

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❖ Contrast the Five Types of Teams

❖ Types of Teams
❖ Problem-Solving Teams
❖ Self-Managed Work Teams
❖ Cross-Functional Teams
❖ Virtual Teams
❖ Multiteam Systems

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❖ Problem-solving teams only
make recommendations.

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❖ Teams typically composed of
5–12 hourly employees from
the same department who met
for a few hours each week to
discuss ways of improving
quality, efficiency, and the
work environment.

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❖ These problem solving teams
rarely have the authority to
unilaterally implement their
suggested actions.

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❖ Typically 10–15 teams that
perform highly related or
interdependent jobs and take
on many of the responsibilities
of their former supervisors.

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❖ SM teams do planning and
scheduling of work, assigning
tasks to members, collective
control over the pace of work,
making operating decisions,
and taking action on problems.

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❖ Fully self-managed work
teams even select their own
members and have the
members evaluate each other’s
performance. As a result
supervisory roles become less
important.

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❖ But research on the
effectiveness of self-managed
work teams has not been
uniformly positive.

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❖ are teams made up of
employees from about the
same hierarchical level, but
from different work areas, who
come together to accomplish a
task.

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❖ Many organizations have used
horizontal, boundary-
spanning groups for years.

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❖ Cross-functional teams are
challenging to manage.

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❖ Virtual Teams
❖ Virtual teams use IT to tie
together physically dispersed
members in order to achieve a
common goal.

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❖ Virtual Teams
❖ Despite their ubiquity, virtual
teams face special challenges.
❖ They may suffer because there
is less social rapport and direct
interaction among members.

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❖ Virtual Teams
❖ Despite their ubiquity, virtual
teams face special challenges.
❖ As a result, low levels of
virtuality in teams results in
higher levels of information
sharing, but high levels of
virtuality hinder it.

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❖ Virtual Teams
❖ For virtual teams to be effective,
management should ensure that:
❖ Trust is established among
members (one inflammatory
remark in a team member e-
mail can severely undermine
team trust).

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❖ Virtual Teams
❖ Team progress is monitored
closely (so the team doesn’t
lose sight of its goals and no
team member “disappears”).

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❖ Virtual Teams
❖ The efforts and products of the
team are publicized
throughout the organization
(so the team does not become
invisible).

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❖ The types of teams we’ve
described so far are typically
smaller, standalone teams,
though their activities relate to
the broader objectives of the
organization.

108

❖ larger team size are
accompanied by higher
coordination demands, creating
a tipping point at which the
addition of another member
does more harm than good.

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❖ To solve this problem,
organizations employ a
collections of two or more
interdependent teams that
share a superordinate goal.
❖ In other words, multiteam
systems are a “team of teams.”

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❖ Some factors that make smaller,
more traditional teams effective
do not necessarily apply to
multiteam systems and can
even hinder their performance.

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❖ Identify the Characteristics of

Effective Teams
❖ teams differ in form and
structure—be careful not to
rigidly apply the model’s
predictions to all teams.

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Effective Teams
❖ the model assumes that it is
already been determined that
teamwork is preferable over
individual work.

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Effective Teams
❖ What factors determine whether
teams are successful?
❖ Context.
❖ Composition.
❖ Process.

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Effective Teams
❖ Team Context: What factors
determine whether teams are
successful?
❖ Adequate Resources
❖ All work teams rely on
resources outside the group to
sustain it.

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Effective Teams
successful?
❖ Adequate Resources
❖ A scarcity of resources directly
reduces the ability of the team
to perform its job effectively.

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Effective Teams
successful?
❖ Leadership and Structure
❖ Teams can’t function if they
can’t agree on who is to do
what and ensure all members
share the workload.

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Effective Teams
successful?
❖ Leadership and Structure
❖ Leadership is especially
important in large and
multiteam systems.

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Effective Teams
successful?
❖ Climate of Trust
❖ When members trust each
other they are more willing to
take risks.

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Effective Teams
successful?
❖ Members of effective teams
trust each other and exhibit
trust in their leaders.

120

Effective Teams
successful?
❖ When members trust their
leadership, they are more
willing to commit to their
leader’s goals and decisions.

121

Effective Teams
successful?
❖ Performance Evaluations and
Rewards
❖ Individual performance
evaluations and individual
incentives are not consistent
with the development of high-
performance teams.
122

Effective Teams
successful?
Rewards
❖ evaluation and reward system
should reflect team
performance and focus on
hybrid systems (recognize
individual contributions and
reward the group for positive Prof. Simon P. Deffendini S., Ph.D.
outcomes.) 123

Effective Teams
successful?
Rewards
❖ Management should consider
group-based appraisals, profit
sharing, gainsharing, small-
group incentives, and other
system that will reinforce team
effort and commitment. Prof. Simon P. Deffendini S., Ph.D.
124

Effective Teams
❖ Team Composition: How should
teams be staffed?
❖ Abilities of members
❖ Part of a team’s performance
depends on the knowledge,
skills, and abilities of its
individual members.

125

Effective Teams
teams be staffed?
❖ when the task entails solving a
complex problem, high-ability
teams composed of intelligent
members do better than lower-
ability teams, especially when
the workload is distributed
evenly.
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Effective Teams
teams be staffed?
❖ The ability of the team’s leader
also matters.

127

Effective Teams
teams be staffed?
❖ Personality
❖ Some of the dimensions
identified in the Big Five
personality model have shown to
be relevant to team effectiveness.

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Effective Teams
teams be staffed?
❖ Personality
❖ Conscientious people are good
at backing up other team
members, and they’re also
good at sensing when their
support is truly needed.

129

Effective Teams
teams be staffed?
❖ Personality
❖ specific behavioral tendencies
such as personal organization,
cognitive structuring,
achievement orientation, and
endurance were all related to
higher levels of team
performance.
130

Effective Teams
teams be staffed?
❖ Personality
❖ Open team members
communicate better with one
another and throw out more
ideas, which makes teams
composed of open people
more creative and innovative.

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Effective Teams
teams be staffed?
❖ Allocating roles
❖ Teams have different needs,
and people should be selected
for a team to ensure that there
is diversity and that all various
roles are filled.

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Effective Teams
teams be staffed?
❖ Nine roles of potential teams
members are found:

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Effective Teams
teams be staffed?
❖ Managers need to understand
the individual strengths that
each person can bring to a
team, select members with their
strengths in mind, and allocate
work assignments accordingly.

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Effective Teams
teams be staffed?
❖ Put your most able,
experienced, and conscientious
workers in the most central
roles in a team.

135

Effective Teams
teams be staffed?
❖ Diversity
❖ The degree to which members
of a work unit (group, team, or
department) share a common
demographic attribute, such as
age, sex, race, educational
level, or length of service in
the organization, is the subject
of organizational demography. Prof. Simon P. Deffendini S., Ph.D.
136

Effective Teams
teams be staffed?
❖ Organizational demography
❖ suggests that attributes such as
age or the date of joining
should help us predict turnover.

137

Effective Teams
teams be staffed?
❖ turnover will be greater
among those with dissimilar
experiences because
communication is more
difficult and conflict is more
likely.

138

Effective Teams
teams be staffed?
❖ Increased conflict makes
membership less attractive, so
employees are more likely to
quit.

139

Effective Teams
teams be staffed?
❖ Similarly, the losers in a power
struggle are more apt to leave
voluntarily or be forced out.

140

Effective Teams
teams be staffed?
❖ Diversity in function,
education, and expertise are
positively related to team
performance, but these effects
are quite small and depend on
the situation.

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Effective Teams
teams be staffed?
❖ Diversity may also have a
negative effect when trust
between members is already
low.

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Effective Teams
teams be staffed?
❖ Proper leadership can also
improve the performance of
diverse teams.

143

Effective Teams
teams be staffed?
❖ leaders may provide an
inspirational common goal for
members with varying types
of education and knowledge,
teams are very creative.

144

Effective Teams
teams be staffed?
❖ When lack of leadership do not
provide such goals, diverse
teams fail to take advantage of
their unique skills and are
actually less creative than teams
with homogeneous skills.

145

Effective Teams
teams be staffed?
❖ Cultural differences
❖ national diversity also
interfere with team processes,
at least in the short term.

146

Effective Teams
teams be staffed?
❖ Cultural diversity does seem
to be an asset for tasks that call
for a variety of viewpoints.

147

Effective Teams
teams be staffed?
❖ culturally heterogeneous teams
have more difficulty learning
to work with each other and
solving problems short term

148

Effective Teams
teams be staffed?
❖ culturally diverse teams
underperform newly formed
culturally homogeneous
teams, the differences
disappear after about 3
months.

149

Effective Teams
teams be staffed?
❖ Size of teams
❖ keeping teams small is a key to
improving group effectiveness.

150

Effective Teams
teams be staffed?
❖ Size of teams
❖ most effective teams have five
to nine members.

151

Effective Teams
teams be staffed?
❖ Size of teams
❖ Experts suggest using the
smallest number of people
who can do the task.

152

Effective Teams
teams be staffed?
❖ Size of teams
❖ Managers often err by making
teams too large, as
coordination problems can
increase exponentially as team
members are added.

153

Effective Teams
teams be staffed?
❖ Size of teams
❖ When teams have excess
members, cohesiveness and
mutual accountability decline,
social loafing increases, and
more people communicate
less.

154

Effective Teams
teams be staffed?
❖ Size of teams
❖ Members of large teams have
trouble coordinating with one
another, especially under time
pressure.

155

Effective Teams
teams be staffed?
❖ Member preferences
❖ Not every employee is a team
player.

156

Effective Teams
teams be staffed?
❖ Given the option, many
employees will select
themselves out of team
participation.

157

Effective Teams
teams be staffed?
❖ High performing teams are
likely to be composed of
people who prefer working as
part of a group.

158

Effective Teams
❖ Team Processes
❖ Teams are often used in
research laboratories because
they can draw on the diverse
skills of various individuals to
produce more meaningful
research than researchers
working independently

159

Effective Teams
❖ Team Processes
❖ Teams produce positive
synergy, and their process
gains exceed their process
losses.

160

Effective Teams
❖ Team Processes: Common Plan and
Purpose
❖ Effective teams begin by
analyzing the team’s mission,
developing goals to achieve that
mission, and creating strategies
for achieving the goals.

161

Effective Teams
❖ Team Processes: Common Plan
and Purpose
❖ Teams that establish a clear
sense of what needs to be done
and how consistently perform
better.

162

Effective Teams
❖ Team Processes: Common Plan
and Purpose
❖ Members of successful teams
put a tremendous amount of
time and effort into discussing,
shaping, and sharing a
purpose that belongs to them
both collectively and
individually.

163

Effective Teams
❖ Team Processes: Reflexivity
❖ Effective teams also show
reflexivity, meaning they
reflect on and adjust their
master plan when necessary.

164

Effective Teams
❖ Team Processes: Specific Goals
❖ Successful teams translate
their common purpose into
specific, measurable, and
realistic performance goals.
They energize the team.

165

Effective Teams
❖ Team Processes: Specific Goals
❖ Specific goals facilitate clear
communication and help
teams maintain their focus on
results. Team goals should be
challenging.

166

Effective Teams
❖ Team Processes: Team Efficacy
❖ Effective teams have
confidence in themselves and
believe they can succeed—this
is team efficacy.

167

Effective Teams
❖ Teams that have a shared
knowledge of who knows
what within the team can
strengthen the link between
the team’s self-efficacy and
their individual creativity

168

Effective Teams
❖ Management may increase
team efficacy by helping the
team achieve small successes
that build confidence and
providing training to improve
members’ technical and
interpersonal skills.

169

Effective Teams
❖ Team Processes: TeamEfficacy
❖ The greater the abilities of
team members, the more likely
the team will develop
confidence and the ability to
deliver on that confidence.

170

Effective Teams
❖ Team Processes: Team Identity
❖ When people connect
emotionally with the groups
they’re in, they are more likely
to invest in their relationship
with those groups. It’s the
same with teams.

171

Effective Teams
❖ research with soldiers in the
Netherlands indicated that
individuals who felt included
and respected by team
members became more willing
to work hard for their teams,
even though as soldiers they
were already called upon to be
dedicated to their units.

172

Effective Teams
❖ when team identity is strong,
team members who are highly
motivated by performance
goals are more likely to direct
their efforts towards team
goals rather than individual
goals.

173

Effective Teams
❖ by recognizing individuals’
specific skills and abilities, as
well as creating a climate of
respect and inclusion, leaders
and members can foster
positive team identity and
improved team outcomes.

174

Effective Teams
❖ Managers should pay special
care to fostering team identity
in virtual teams. Teams
identity may be lower in
virtual teams, leading to lower
effort in virtual team members.

175

Effective Teams
❖ teams interact with other
teams, requiring interteam
coordination.

176

Effective Teams
❖ Individuals with a positive
team identity but without a
positive organizational
identity can become fixed to
their teams and unwilling to
coordinate with other teams
within the organization.

177

Effective Teams
❖ Team Processes: Team Cohesion
❖ The term team cohesion means
members are emotionally
attached to one another and
motivated toward the team
because of their attachment.

178

Effective Teams
❖ Team cohesion is a useful tool
to predict team outcomes:
❖ if team cohesion is high and
tasks are complex, costly
investments in promotions,
rewards, and training yield
greater profitable team
creativity.

179

Effective Teams
❖ Teams with low cohesion and
simple tasks, on the other
hand, are not likely to respond
to incentives with greater
creativity.

180

Effective Teams
❖ Team cohesion is a strong
predictor of team performance
such that when cohesion is
harmed, performance may be
too.

181

Effective Teams
❖ Team cohesion is higher in
teams with female team
leaders when teams are larger
and more functionally diverse.
Team cohesion is also higher in
teams with shared leadership,
or when leaders are fair.

182

Effective Teams
❖ Team Processes: Mental Models
❖ Effective teams share accurate
mental models—organized
mental representations of the
key elements within a team’s
environment that team
members share.

183

Effective Teams
❖ If team members have the
wrong mental models, which
are particularly likely with
teams under acute stress, their
performance suffers.

184

Effective Teams
❖ If team members have
different ideas about how to
do things, the team will fight
over how to do things rather
than focus on what needs to be
done.

185

Effective Teams
❖ Team Processes: Conflict Levels
❖ Conflict on a team isn’t
necessarily bad.

186

Effective Teams
❖ Conflict has a complex
relationship with team
performance.

187

Effective Teams
❖ Relationship conflicts—those
based on interpersonal
incompatibilities, tension, and
animosity toward others—are
almost always dysfunctional.

188

Effective Teams
❖ When teams are performing
nonroutine activities,
disagreements “ task conflicts”
stimulate discussion, promote
critical assessment of problems
and options, and can lead to
better team decisions.

189

Effective Teams
❖ The positive and negative
effects of conflict on
performance may be vary
depending on many factors,
such as the task type, setting,
and how performance is
measured.

190

Effective Teams
❖ Task conflict is beneficial when
members are open to
experience and emotionally
stable.

191

Effective Teams
❖ Task conflict may also be
beneficial when some team
members perceive high task
conflict while other team
members perceive low task
conflict.

192

Effective Teams
❖ moderate levels of task conflict
during the initial phases of
team performance were
positively related to team
creativity, but both very low
and very high levels of task
conflict were negatively
related to team performance.

193

Effective Teams
❖ The way conflicts are resolved
can also make the difference
between effective and
ineffective teams.

194

Effective Teams
❖ Team Processes: Social Loafing
❖ Individuals can hide inside a
group.

195

Effective Teams
❖ Effective teams undermine this
tendency by making members
individually and jointly
accountable for the team’s
purpose, goals, and approach.

196

Effective Teams
❖ Members should be clear on
what they are individually
responsible for and what they
are jointly responsible for on
the team.

197
❖ How Organizations Can Create

Team Players
❖ Creating Team Players
❖ Selecting: hire team players
❖ Training: Creating Team Players
❖ Rewarding: Providing Incentives
to Be a Good Team Player

198

Team Players
❖ Some people already possess
the interpersonal skills to be
effective team players.

199

Team Players
❖ Care should be taken to ensure
that candidates could fulfill
their team roles as well as
technical requirements.

200

Team Players
❖ Training specialists conduct
exercises that allow employees
to experience the satisfaction
teamwork can provide.

201

Team Players
❖ L’Oréal found that successful
sales teams required much
more than being staffed with
high-ability salespeople:
management had to focus
much of its efforts on team
building.

202

Team Players
❖ Developing an effective team
doesn’t happen overnight,
good team training has
positive effects on
performance regardless of
employee and training
characteristics.

203

Team Players
❖ An organization’s reward
system must be reworked to
encourage cooperative efforts
rather than competitive ones.

204

Team Players
❖ low trust typical of the
competitive group will not be
readily replaced by high trust
with a quick change in reward
systems.

205

Team Players
❖ Most companies add to basic
individual-incentive system an
annual bonus based on
achievement of team goals.

206

Team Players
❖ promotions, pay raises, and
other forms of recognition
should be given to individuals
who work effectively as team
members by training new
colleagues, sharing info,
resolving team conflicts, and
mastering needed new skills. Prof. Simon P. Deffendini S., Ph.D.
207

Team Players
❖ individual contributions
should not be ignored; rather,
they should be balanced with
selfless contributions to the
team.

208

Team Players
❖ intrinsic rewards, such as
camaraderie, that employees
can receive from teamwork,
it’s exciting and satisfying to
be part of a successful team.

209
❖ Beware! Teams Are Not Always

the Answer
❖ Teamwork takes more time
and often more resources than
individual work.

210

the Answer
❖ Teams have increased
communication demands,
conflicts to manage, and
meetings to run.

211

the Answer
❖ The benefits of using teams
have to exceed the costs, and
that’s not always the case.

212

the Answer
❖ Before you rush to implement
teams, carefully assess
whether the work requires or
will benefit from a collective
effort.

213

the Answer
❖ How do you know whether the
work of your group would be
better done in teams?
❖ can the work be done better by
more than one person?

214

the Answer
❖ does the work create a
common purpose or set of
goals for the people in the
group that is more than the
aggregate of individual goals?

215

the Answer
❖ determine whether the
members of the group are
interdependent.

216
❖ When to Use Individuals Instead

of Teams
❖ When not to use teams… Ask:
❖ Can the work be done better by
one person?

217

of Teams
❖ Does the work create a common
goal or purpose?

218

of Teams
❖ Are the members of the group
interdependent?

219

❖ Effective teams have adequate
resources, effective leadership,
a climate of trust, and a
performance evaluation and
reward system that reflects
team contributions.

220

❖ These teams have individuals
with technical expertise, and
the right traits and skills.

221

❖ Effective teams tend to be
small. They have members
who fill role demands and
who prefer to be part of a
group.

222

❖ Effective teams have members
who believe in the team’s
capabilities, are committed to a
common plan and purpose,
and have an accurate shared
mental model of what is to be
accomplished.

223

❖ Select individuals who have
the interpersonal skills to be
effective team players, provide
training to develop teamwork
skills, and reward individuals
for cooperative efforts.

224

❖ Do not assume that teams are
always needed. When tasks
will not benefit from
interdependency, individuals
may be the better choice.

225
Perception and Individual Decision Making
Thank you!

226

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Organizational UC3M Business School 2019/20

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

❖ Groups can be either:

Prof. Simon P. Deffendini S., Ph.D.

❖ Social identity theory:

Prof. Simon P. Deffendini S., Ph.D.

❖ Social identity theory:

Prof. Simon P. Deffendini S., Ph.D.

❖ Social identity theory:

Prof. Simon P. Deffendini S., Ph.D.

❖ Ingroups and Outgroups

Prof. Simon P. Deffendini S., Ph.D.

❖ Ingroups and Outgroups

Prof. Simon P. Deffendini S., Ph.D.

❖ Social Identity Threat

Prof. Simon P. Deffendini S., Ph.D.

❖ Social Identity Threat

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.