I +lARVARD

~BUSINESS
PUBLISHING

Organizational Behavior
Organizational Behavior
Joshua
Joshua D. Margolis
Margolis,, Series
Series Editor
Editor

READING + INTERACTIVE
INTERACTIVE ILLUSTRA TIONS
ILLUSTRATIONS

•
L e a d iIn
ng
Te a m s
ETHAN
ETHAN S. BERNSTEIN
BERNSTEIN
HARVARD
HARVARD BUSINESS
BUSINESS SCHOO
SCHOOLL

8306 |I Published
8306 Published:: September
September 1
1,, 201
20166
1
50
 Table
Table of
of Contents
Contents

ntroduction ................................
1 IIntroduction ................................................................................................
..........................................
....................................................................................................................................................................... 3

2 Essential Reading ................................

Essential Reading .............................................................................................................................
............................................................................................................................................................ 4

2.1
2 What Is a Traditional
.1 What Traditional Team?
Team? How
How Are
Are Teams Changing? ................................
Teams Changing? .......................
......... 4

2.2 What
What Do
Do Effective
Effective Teams
Teams Look Like? ................................
Look Like? ................................
........................................ . ................................
.....6
.........

Three Easy
2.3 Three Easy Paths
Paths to
to Team Failure ................................
Team Failure ................................
................................
........................................................................................... .............
......... 7

2.4
2.4 Design
Design,, L aunch , and
Launch, and Process
Process Management
Management:: A User’s
User's Guide
Guide to Teams .........................
to Teams ......... 9

2.4.1 Team
2.4.1 Design ................................
Team Design ................................
.................................... . ................................
................................
.................
......... 9

2.4.2
2.4.2 Team Launch ................................
Team Launch ................................
......................................... . ................................
................................
..............
....... 21

2.4.3 Team
2.4.3 Team Process Management ................................
Process Management ................................
................................
...........
............. 26

2.5 What
What About
About Team Culture? ................................
Team Culture? ..........................................................................................
..................................................................................................... ....... 30

Conclusion:: The
2.6 Conclusion The Growing
Growing Importance
Importance of
of Leadership
Leadership and Teaming ............................
and Teaming ............. 30

3 Supplemental Reading ................................

Supplemental Reading ................................................................................................
.......................................................................................................................... ...............
....... 32

3.1 The
3.1 The Next
Next Generation
Generation:: Self
Self-Organizing Teams and
- Organizing Teams Organizations ................................
and Organizations ........32

3.1.1
3.1.1 What’s
What's tthe Draw? ................................
he Draw? ................................................................
...................................................................................... ................................
...333
....... 3

3.1.2 What
3.1.2 What Do
Do Self
Self-Managed Organizations Look
- Managed Organizations Like? ................................
Look Like? ......................
....... 35

3.1.3 What
3.1.3 What Do
Do Self
Self-Managed Organizations
- Managed Organizations
Try
Try to
to Accomplish
Accomplish onon the Ground? ................................
the Ground? .......................................................................
..................................................................................................... 37

3.1.4 Finding
3.1.4 Finding the
the R
Right Amount of
ight Amount of Self
Self-Management
- Management
for Successful
for Successful Teams
Teams in Your Organization ................................
Your Organization .................................................................
....................
....... 39

Terms ................................
Key Terms
4 Key .............................. .................................
................................
................................
................................
.............40
........... ..40

Reading ................................
Further Reading
5 Further ................................
................................
................................
...............................
....... 41

Endnotes ................................
6 Endnotes ................................
................................
................................
................................
................
....... 43

Index ................................
7 Index ................................
................................
................................
................................
.........................
....... 50

00
This
This reading
reading contains
contains links
links to
to online
online interactive
interactive illustrations
illustrations and
and video
video,, denoted
denoted byby the
the
icons
icons above
above.. To access
access these
these exercises
exercises,, you
you will
will need
need a broadband
broadband Internet
Internet connection
connection..
Verify
Verify that
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Ethan
Ethan Bernstein
Bernstein,, Assistant
Assistant Professor
Professor of
of Business
Business Administration
Administration in thethe Organizational
Organizational
Behavior
Behavior unit
unit and
and Berol
Berol Corporation
Corporation Fellow
Fellow at
at Harvard
Harvard Business
Business School
School,, developed
developed this
this
Core
Core Readin g . The author
Reading. author thanks
thanks series
series editor
editor Joshua
Joshua Margolis
Margolis,, four
four anonymous
anonymous
reviewers
reviewers,, Karen
Karen Propp
Propp,, and
and the
the HBSP editorial
editorial team
team for
for pushing
pushing his thinking
thinking with
with highly
highly
developmental
developmental,, insightful
insightful,, and
and encouraging
encouraging input
input througho
throughoutut the
the review
review process
process.. This
reading
reading is dedicated
dedicated toto and
and in remembrance
remembrance of of J
J.. Richard
Richard Hack man ((1940-2013),
Hackman 1940 –2013 ) , on
whose
whose team
team the
the author
author was
was lucky
lucky enough
enough toto be
be..

Copyright © 2016
Copyright 2016 Harvard
Harvard Business
Business School
School Publishing
Publishing Co
Corporation. All rights
rporation . All rights reserved
reserved..

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS
TEAMS 2
51
 1 IINTRODUCTION
N TRO D U CTI ON

I nna
a world

project
world where
a single
project teams
where most

teams to
most problems
single individual
problems organizations
individual to
to tackle
organizations face
tackle,, teams
to crowdsourced
crowdsourced or “"flash"
face are too
—from top
teams-from
flash ” teams
too complex
complex for
top management
management teams
teams 1l-have
for
teams to
—h ave become
become the
the
to

2
basic
basic building
building blocks
blocks of organizations.. Yet
of organizations Yet teams
teams are complicated
complicated.. E ven
Even
as they
they become
become more
more common
common,, a shocking
shocking number
number fail to live up to their
their
potential
potential,, or
or even to deliver all . Every
deliver at all. Every day,
day , deadlines
deadlines are
are missed,
missed ,
defects
defects are found
found,, prototypes fail , projects
prototypes fail, projects are canceled,
canceled , and deals fall
fall
through
through because
because of
of poor t eamwork . For
poor teamwork. t eams , the
For some teams, t he stakes
stakes are
are
even
even higher
higher,, as shown
shown in Video
V ideo l.
1.

C United Airlines
VIDEO 1 United
VIDEO Airlines 173
[!)~~.
~. ., Scan
Scan this QR code,
code, click
click the
the image,
image, or
or use
use this
this link
link to
to access
accessthe video:bit.ly/
the video: hbsp2I6QcyG
bit.ly/hbsp216QcyG
I!I ..;, ~
Enter
Enter leadership.
leadership. Small
Small differences
differences in the the leadership
leadership of teamsteams can can have
have large
large
conse quencesfor
consequences for the
the success
successof teams'
teams’ efforts.
efforts. In its
its attempt
attempt to to educate
educatecurrent
current and
and
future
future team
team leaders,
leaders, this
this re ading both
reading draws on
both draws on the
the long
long tradition of research
researchon on
3
tteams
eams andand re flects the
reflects the changing
changing nature
nature of teams
t eams in the the twenty-first
twenty-f irst century.3
century. As As
tradit ional, stable
traditional, stable teams
teams with exclusive, co-l ocated membership
exclusive, co-located membershipand and clearly
clearly defined,
defined,
bounded
bounded scope evolve into fluid teams
scope evolve teams with nonexclusive,
nonexclusive,virtual
virtual membership
membership
and
and flexible,
flexible, global,
global, or unbounded
unbounded scope, leadership needs
scope, their leadership needs areare evolving
evolving asas
well. Leadership
well. Leadership is is less
lesslikely toto be
be limited to t o aa team
team "sponsor"
“sponsor” or or designated
designated team
team
“leader” who might be
"leader" who be aa dozen
dozen time
time zones
zones away,
away, butbut rather
rather include
include act
actss of
of
leadership
leadership by all team team members
members who who alternate
alternate between
between leading
leading andand following,
following,
much
much as membersof aa jazz
as members jazz ensemble
ensemblealternate
alternate between
between soloing
soloing and supporting.4
and supporting.
Co nsistent with
Consistent wit h these
t hese trends,
t rends, this
this reading
reading willwill use
use the
the term
term le ader to refer
leader refer ttoo
anyo ne on a
anyone team who
a team who might take take aa leadership
leadershiprolerole at
at any
any point in time.
t ime.

This
This essential
essential reading
reading is is designed
designed for anyone anyone working
working in or leading
leading aa team.
team.
It
It begins by defining
begins defining whatwhat aa traditional
t raditional team
team is
is and
and introducing
introducing some
some newnew team
team
mode
modelsls that
that re flect the
reflect t he recent t rend toward
recent trend t oward more
more fluid team
team structures
structures(section
(section 2.1).
2.1).
Next,
Next, it se ts out three
sets three criteria
criteria for team
team effectiveness
effectiveness(section
(section 2.2)
2.2) and
and then
then highlights
highlights
tthe
he most
most common
common barriersbarriers to to achieving
achieving effectiveness-the
effectiveness —the hidden
hidden traps
traps that
that
undermine
undermine o ur best
our best at tempts at
attempts at successful
successful teams
teams (section
(section 2.3).
2.3). Simply
Simply being
being
aw are of what
aware what effectiveness
effectivenesslooks looks like,
like, and
and why
why teams
teams most
most frequently
frequently fail
fail to
to
achieve
achieve it, is
is half of the
the battle.
battle. What
What can can you
you do
do to
to create
createthe
the conditions
conditions forfor your
your
teams
teams to generate
generate moremore effective
effective andand higher-quality
higher-quality acts
acts of leadership,
leadership, which
which
will ttranslate
ranslate into greater
greaterperformance?
performance?Section Section2.4
2.4 provides
providesaa detailed
detailedframework
framework
that answ ers this
answers this question
question by focusing
focusing on three three core
core leadership
leadershiplevers:
levers:team
team design
design,,
team
team launch
launch,, and
and team process
team process

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 3
52
management
management.. Finally,
Finally, section 2.5
section 2.5 touches
touches on the
the concept
concept of team
team culture.
culture. For those
For those
who are
who are leading
leading not just teams
teams but also
also organizations,
organizations, a ssupplemental
upplemental reading
reading con
con--
siders
siders how anan organization’s
organization's leaders
leaders can
can structure
structure their organization
organization to better
better set
set the
the
stage
stage for the
the success
success of teams
teams operating
operating within it.

2 E SSEN TI AL R
ESSENTIAL EADI N G
READING

2.1
2.1 What
What IIss a Traditional
Traditional Team?
Team?
How
How Are
Are Teams
Teams Changing?
Changing?

Once
Once upon a time,
time, defining teams wasstraightforward
teams was straightforward because
because a traditional team was
team was
easy
easy to recognize:
recognize: a bounded
bounded and stable
stable set
set of individuals
individuals interdependently
interdependently working
workingforfor
5
a common purpose. Much like sports
common purpose. sports teams,
teams, traditional teams were typically created
teams were created
by a manager
manager whowho defined
defined the
the team’s
team's objectives
objectives and
and assigned
assigned and
and supervised
supervised its
members.
members. Project
Project teams,
teams, task
task forces,
forces, executive
executive committees,
committees, top management
management teams,
teams,
or even
even MBA learning
learning teams
teams are
are quintessential
quintessential examples.
examples.

But the
the universe
universe of teams
teams has has become
become muchmuch moremore complex
complex in recent
recent decades
decades asas
advances
advances in information and and communication
communication technologies,
technologies, the the increasing
increasing complexity
complexity
of specialized
specialized knowledge,
knowledge, and and globalization
globalization havehave changed
changed thethe context
context in which teams teams
are
are formed
formed andand the
the work they
they do.do. While some,
some, like production line teams teams and
and sports
sports
teams,
teams, remain
remain physically
physically bounded
bounded with stable stable memb ership, for many
membership, many others,
others,
6
boundaries
boundaries have have become
become less less fixed,
fixed, observable,
observable, and and concrete.
concrete. TeamsTeams cancan be be
geographically
geographically distributed and and therefore
therefore virtually (not physically)
physically) bounded;
bounded; for
example,
example, a marketing
marketing team
team for a multinational corporation corporation bringing out a ne new w
product line in several
several different countries
countries must
must coordinate
coordinate its efforts
efforts across
across different
time zones
zones andand even
even languages,
languages, communicating
communicating about about a unified international
marketing
marketing campaign
campaign while adapting
adapting to country specifics.
specifics. Team
Team membership
membership may may be be
fluid over
over time asas individual
individualss comecome and
and gogo for different stages
stages of a team’s
team's work with
only ththee team’s
team's roles
roles remaining
remaining stable;
stable; for example,
example, individual do ctors, nurses,
doctors, nurses, and
and
other health -care workers
health-care workers o n patient
on -care teams
patient-care teams in hospitals vary with frequent
hospitals vary frequent shift
changes
changes,, y et they
yet they must consistently
consistently work interdependently
interdependently to provide provide high -quality
high-quality
care
care without time for the the individuals
individuals to get get to know each each other
other.. Teamwork
Teamwork may may even
even
be
be completed
completed in unbounded,
unbounded, open -source virtual environments
open-source environments-for —for example,
example,
7
Wikipedia,
Wikipedia, GitHub, or Top Co der7-— where
Coder where teamteam member
members' s’ participation
participation can can bebe
simply a commit to the the code,
code, interlacing
interlacing their work with others others on the the team
team and
and
interacting
interacting only intermittently
intermittently online,
online, ifif at all.
all. In their 2016
2016 article
article on smart
smart
teamwork,
teamwork, Martine Ha Haasas and
and Mark Mortensen
Mortensen call tthese hesenontraditional teams teams 4 -D
4-D
teams
teams because
because they
they are
are more
more d iverse, d
diverse, ispersed,d
dispersed, igital, and
digital, and d ynamic. People
dynamic. People still
team
team (a verb),
verb), but the
the team
team (a (a noun) itself becomes
becomes harder
harder to pinpoint.

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 4
53
 Amy Edmondson
Edmondson summarizes
summarizes this trend by suggesting
suggesting that the
the study
study of traditional
teams is
teams is becoming
becoming the study of "teaming":
the study “ teaming” :

Teaming,
Teaming, coined
coined deliberately
deliberately to capture
capture the
the activity of working
working together,
together,
presentsa new,
presents new, more flexibleway
more flexible way for organizations
organizations to carry
carry out inter
inter--
dependent
dependent tasks.
tasks. Unlike
Unlike the the traditional concept
concept of a team,
team, teaming
teaming is is an
an
active process,not a static
active process, static entity.
entity. Imagine
Imagine a fluid
fluid network
network of intercon
intercon--
nected individuals working temporary teams on improvement,
nected individuals working in temporary teams on improvement,
problemsolving,
problem solving, and innovation.
innovation. Team ing blends
Teaming blends relating
relating to people,
people,
listening to other
listening other points view, coordinating
points of view, coordinating actions,
actions, and making
making
shared decisions.
shared decisions. Effective
Effective teaming
teaming requires
requires everyone
everyone to remain
remain
aware others' needs, roles,
vigilantly aware of others’ needs, roles,and perspectives. This
perspectives. This entails
entails
learning to relate
learning relate ttoo others
others better
better and learning
learning to make
make decisions
decisions based
based
8
on
on the
the integration
integration of different perspectives.
different perspectives.

Video 2 provides
provides further information about
about the
the evolution
evolution of teams.
teams.

C VIDEO 2 Evolution
VIDEO Evolution of
of Teams
~\~ SScacan this QR
QR code,
code, click
click the image,
image, or
or use
u se this
this link
link to
to access
accessthe video:bit.ly/
the video: h bsp 2I6u9Z0
bit.ly/hbsp21 6u9Z0
I!I~
So what? Why does
So what? doesthis
this matter?
matter?It matters
mattersbecause
becausethe t he shift
shift from
from stable,
stable,bounded,
bounded,
ttraditional
raditional te ams toward
teams t oward thethe more
more fluid and and unbounded
unbounded nature nature of collaboration
collaboration in
te aming cre
teaming ates new,
creates new, significant
significant leadership
leadership challenges.
challenges. Past Past research
research on on teams
teams
indicates
indicates that the the more
more stable
stable and
and disciplined
disciplined the the team
t eam boundary,
boundary,the the easier
easier it will be be
9
for thethe team
team to achieve high performance.
achieve high performance. In ot her words,
other words, traditional
tradit ional teams-those
t eams—those
tthat
hat mostmost closely
closely meet
meet the the criteria
criteria of being being "a “a bounded
bounded and and stable
stable setset ofof
individuals
individuals interdependently
interdependently working for a common purpose"-have
a common purpose”—have been been
10
lO
more
more likely ttoo succeed.
succeed. The
The majority of teams teams still follow follow aa variation
variation of this this
model,
model, but many many organizations
organizations are are finding that that the the context
context increasingly
increasingly does does
not permit such such boundary discipline. As
boundary discipline. As more
more fluid,
fluid, unbounded
unbounded teams teams operate
operate
outside
outside of traditionally ideal conditi ons,11
ideal conditions, 11 diffe rent forms
different forms of leadership
leadership are are
12
12
required.
required. First, First, the continuousfluctuations
the continuous fluctuationsin membership
membershipand and boundaries
boundariesincrease
increase
the
the complexity
complexity and instability of the
and instability t he leadership
leadership task, task, so so that
that leadership
leadership often often
13
shifts
shifts frofromm individual leadership
leadership to sharedshared leadership
leadership 13 in which which actsacts of leadership
leadership
co me from many
come many or all members
membersof the the team.
t eam. Second,
Second,deploying
deploying the t he key
key team
t eam levers
levers
ooff tteam
eam leadership-team
leadership—team design, design, team
team launch,
launch, and and team team process
process management-
management —
becomes
becomes iterative
iterative rather than sequential,
rather than sequential,with with more
more adjustments
adjustments along along the the way.
way.
Although this complicatescomplicates the the leadership
leadership challenge,
challenge, being being deliberate
deliberate in using using
tthese
heselevers
levers is is as important, if not
as important, not more
more so,so, in these
these newernewer teamteam forms.
forms. In In short,
short,
kno wing the
knowing fundamentals about
the fundamentals t eam design,
about team design,launch
launch and and process
process management
management
is
is still ess ential. We
essential. We will
will explore
explore these
these threethree leadership
leadershipleversleversin in depth
depth after
after
first se tting out criteria
setting criteria for succes s—which hold
success-which hold truetrue for both both traditional
traditional and and fluid
tteams-in
eams—in the next section.
the next section.

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 5
54
 2.2 What
What Do
Do Effective
Effective Teams
Teams Look
Look Like?
Like?

Leaders
Leaders should
should apply
apply three
three interr elated criteria when
interrelated when assessing
assessing the
the overall
overall effective
effective--
14
ness of teams.
ness teams.14

1 The team
team successfully
successfully delivers
delivers.. The
The most
most obvious
obvious criteri on for success
criterion success is
is that
the
the team’s
team's output (e.g.,
(e.g., decisions,
decisions, products,
products, services)
services) meets
meets or exceeds
exceeds the
the
quantity,
quantity, quality,
quality, and
and timeliness
timeliness standards
standards of it
itss clients.
clients. Except
Except in the
the rare
rare
circumstance
circumstance where wherethe
the team
team is
is its own client,
client, it is not enough
enough that the
the team
team
ititself
self is
is satisfied with its output or that the
satisfied the output meets
meets some
some team
team --defined
defined
objective
objective measure.
measure. T he various
The various stakeholders
stakeholders (internal and and external)
external) relying on
the
the team’s
team's output maymay have
have different standards.
standards. Outcomes
Outcomes must be be the
the primary
objective
objective in choosing
choosing a team
team approach.
approach. Trying to “become
"become a team”
team" without
stating
stating a clear
clear output imperative
imperative remains
remains the
the least
least likely way
way to do
do so.
so.

2 The team
team adapts
adapts and learns
learns through effective
effective teamwork
teamwork.. Over
Over the
the life of an
an
effective
effective team,
team, members
members learn
learn to anticipate
anticipate one
one another’s
another's moves
moves and
and to support
support
those
those moves
moves as as they
they occur.
occur. They
They learn
learn to adapt
adapt in response
response to newnew demands
demands the the
organization
organization or the the competitive
competitive environment
environment places places on them.
them. They
They learn
learn to
detect
detect and
and correct
correct errors
errors before
before serious
serious damage
damage is is done
done or even
even trigger
trigger a
“restart
"restart"” —
- resetting
resetting the
the team’s
team's trajectory,
trajectory, throwing away away past
past resentments
resentments or
misunderstandings
misunderstandings,, and and effectively
effectively starting
starting over.
over. They
They learn
learn to handle
handle conflict
between
between members
members productively
productively andand turn divergent
divergent opinions
opinions into good
good
decisions.
decisions. In short,
short, a well-functioning
well-functioning team team isis more
more capable when it finishes
capable when finishes a
task
task than when it begins,
than when begins, so
so that ifif the
the members
members work together
together again,
again, the
the team
team
should
should bebe more
more effective
effective than
than it was
wasin the the previous
previous project
project.. Less
Less effective
effective teams
teams
function in ways
waysthat lead
lead members
members to distrust
distrust one
one ano ther, resulting
another, resulting in the ir
their
finding it more
more difficult
difficult to work together
together on future initiatives.
initiatives.

3 Individual
Individual team
team members
members are are satisfied and learn. Teams
Teams can
can serve
serve as
as
hot housesthat nurture learning
hothouses learning and
and satisfying
satisfying interpersonal
interpersonal relationships.
relationships. In
many ways,tteams
many ways, eamsareare like schools, wherepeople
schools, where people do the
the bulk of their learning
learning
on the job. IIdeally,
the job. deally,over
over the
the course
course of a project,
project, members
members learn
learn not only content
content
and
and professional
professional skills,
skills, but also
also to listen,
listen, speak
speak up,
up, lead,
lead, and
and bebe accountable
accountable to
one
one another.
another. In this way,
way, tteams
eamscancan contribute positively
positively to the
the personal well-
personal well-
being
being of individuals
individuals on the the team,
team, creating
creating not just great
great performances
performances but alsoalso
the
the satisfaction
satisfaction that comes
comes from a job done well. However,
done well. However, the
the reality is that
teams
teams can
can also
also operate
operate in ways
waysthat frustrate
frustrate the
the satisfaction
satisfaction of team
team members,
members,
thwart their development,
development, and and cause
cause individuals
individuals to alienate
alienate one
one another.
another.

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 6
55
 2.3 Three
Three Easy
Easy Paths to Team
Paths to Team Failure
Failure

Given
Given that teams
teams often
often deliver
deliver less -than-ideal performance,
less-than-ideal performance, it should
should not bebe
surprising
surprising that there
there are
are many waysfor a team
many ways team to fail.
fail. Th
Thee three
three most
most common
common major
dysfunctions
dysfunctions map
map directly to the
the three
three criteria for effectiveness
effectiveness described in section
described section
15
2.2.15
2.2.

First,
First, since
since delivering
delivering the
the desired
desired output to stakeholder
stakeholderss is key
key to effectiveness,
effectiveness, the
the
simplest way to set
simplest way set up a team
team for failure
failure is
is to ask
ask the
the team
team to deliver results it is
deliver results is
unqualified
unqualified or unable
unable to achieve.
achieve. If
If a team’s
team's capabilities,
capabilities, authority, and
and resources
resources areare
insufficient to produce
produce its required
required output, the the team
team isis predisposed
predisposed to poor
performance
performance and and frustration
frustration.. Equally
Equally dangerous
dangerous is is setting
setting unclear
unclear goals
goals so
so that the
the
team
team does
does not know precisely what to deliver.
precisely what deliver.

Second the process

Second,, the processof teamwork
teamwork matters.
matters. Teaming
Teaming promises
promises a number
number of effort
effort--
and
and knowledge - basedprocess
knowledge-based processgains,
gains, which make
make a team
team operate
operate better
better than
than ththee sum
sum
of its parts
parts.. B ut teaming
But teaming can
can also suffer from process
also suffer losses.. Think
processlosses Think of process
process losses
losses
and
and gains
gains as
as the
the pluses
pluses and
and minuses
minuses of the way things
the way things get
get done
done asas a team
team rather
rather than
than
as
as a set
set of individuals.
individuals. A process
process gain
gain (plus)
(plus) causes
causes the
the team
team to perform bett er than
better than
the
the sum
sum of individual outcome
outcomes; s; a process
process loss
loss (minus) causes
causes the
the team
team to pe rform
perform
more poorly. 16
more poorly. 16 The
The most
most common
common gainsgains and
and losses
losses are
are captured
captured in Exhibit
Exhibit 11.. As
As you
review
review the
the lists
lists of effort andand knowledge
knowledge skills
skills that teams
teams rely on on,, pay
pay particular
attention
attention to the the different waysways teams
teams lose
lose their way.
way. Process
Process losses
losses are
are often
often
unavoidable —working in teams
unavoidable-working teams isis hard —but ifif they
hard-but they balloon
balloon without commensurate
commensurate
process
process gains,
gains, teaming
teaming can
can easily
easily turn negative.
negative.

A third common
common path path to team
team fail ure is to neglect
failure neglect the
the emotional
emotional andand relational
relational
aspects
aspects of thethe team
team by overemphasizing
overemphasizing the the cognitive
cognitive team
team experience.
experience. Difficult
Difficult
personalities,
personalities, emotional
emotional conflict
conflict,, or poor communication
communication are are only a few few of thethe
affective
affective obstacles
obstacles that can
can trip up a team.
team. Too
Too o ften team
often leaders rely solely
team leaders solely on
output when
when evaluating
evaluating team
team effectiveness.
effectiveness. If
If a team’s
team's output isis poor or negatively
negatively
impacts
impacts keykey stakeholders,
stakeholders, it is
is hard
hard to imagine
imagine that individual team
team members
members willwill find
the
the experience
experience satisfying
satisfying or that they
they will look for ward to working together
forward together again.
again. But
even
even before
before the
the results
results are
are in, negativity
negativity (what academics negative affect
academics call negative affect)) can set
can set
the
the sta ge for suboptimal
stage suboptimal performance:
performance: IIff team
team members
members do not feel feel their emotional
emotional
needs
needs are
are being
being met
met,, then
then engagement,
engagement, motivation, and and even
even retention
retention can
can prove
prove
difficult.

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 7
56
 E XHI BI T 1 Team
EXHIBIT Team Process
Process Losses and Gains

Effort Knowledge
Knowledge and
and Skills
Skills

Process IIncreased
Process ncreased m otivation
motivation IIncreased
ncreased knowledge
knowledge
Gains
Gains Working asas a team
team stimulates
stimulates and
and encourages
encourages Team
Team has
has more information , expertise
expertise,, and
and skills than
skills than
better performance
performance due to heightened
heightened any
any individual member and
and may collectively use them to
use them
engagement
engagement,, peer
peer pressure
pressure,, and
and observation
observation . innovate
innovate or problem
problem solve
solve in ways
ways that the original
original,,
individual holders
holders could
could not
not..
C ollective climate
Collective
Emergence
Emergence of positive feelings
feelings of “groupiness”
"groupiness" M ore objective evaluation
More evaluation
(what academics
academics call entitativity
entitativity,, or identification Team
Team can
can catch
catch errors or anticipate
anticipate problems
problems better than
than
with the group
group as whole) and
as a whole) and sharpened
sharpened focus
focus individuals
individuals..
on
on agreed - upon priorities (e ..g.,
agreed-upon g., innovation
innovation,,
sservice,
ervice, safety
safety,, etc.) may enhance
etc.) enhance performance
performance.. Role modeling
Role
Members learn and imitate more
learn from and skilled members
more skilled members
and
and their acts of leadership
leadership..

Shared mental models

Shared / Transactive memory
models/Transactive
Shar ed cognitive
Shared cognitive maps
maps andand collective memory enable
enable
efficient organization
organization,, task allocation
allocation,, and
and knowledge
knowledge
acquisition
acquisition..

Process F
Process ree riding
Free Failure to surface
Failure surface all ideas and information
ideas and
Losses
Losses Opportunity to sit back and let others
back and others do
do the
the Members do not adequately
adequately share
share new
new information that
work (social loafing) can
can reduce
reduce motivation to they would
would share
share in a nonteam
nonteam context due to:
to:
perform
perform..
• Self-censorship: Members privately decide
Self-censorship: decide their
information is less
less original, relevant
relevant , or important
C oordination problems
Coordination than
than information already
already shared
shared by others
others;; or
Difficulty
Difficulty integrating members’
members' contributions cancan
lead
lead to incomplete discussions
discussions and
and premature • Information overload
overload:: Members forget their own
own
decisions
decisions or
or,, alternatively
alternatively,, dysfunctional
dysfunctional cycling
cycling information has
has not been
been shared
shared or stop generating
generating
in trying to reach
reach a decision
decision.. new ideas
ideas because
because they are
are focused
focused on
on listening to
others
others..

Social facilitation
Social facilitation
P oor allocation of airtime
Poor
Perceived
Perceived risk of being
being wrong in front of peers
peers
may cause
cause members’
members' p erformance on
performance tasks that
on tasks Domination by oneone or more members
members skews
skews discussion
discussion ,
require experimentation
experimentation and and unpracticed
unpracticed invites power struggles
struggles,, overwhelms
overwhelms potential acts of
behavior
behavior to suffer
suffer.. leadership
leadership by less
less dominant members
members,, and
and can
can waste
time by sidetracking
sidetracking the team
team..

D ysfunctional conflict and

Dysfunctional and faultlines
P remature consensus
Premature consensus
Politicized
Politicized subgroups
subgroups lose
lose sight of the
the
overarching
overarching goal
goal of the group
group and
and instead
instead push
push Overriding desire
Overriding desire for harmony
harmony or conformity in the teamteam
their own agenda s.
agendas. ((groupthink)
groupthink) , evaluation
evaluation apprehension
apprehension , social
social fear
fear,, or
similar biases
biases can
can prevent people
people from speaking
speaking up
up,,
leading
leading to incomplete analysis
analysis of the problems
problems at hand
hand..

Source
Source:: Nunamaker
Nunamaker., JJ.. F .,
.. et
et al .,.. “Electronic
"Electronic Meeting
Meeting Systems
Systems to to Support
Support Group Work ,” Communications
Group Work:· Communications of of the
the ACMACM
34
34 (July
(July 1991
1991):) : 46;
46: Gino
Gino., F .,
.. Sidetracked
Sidetracked:: Why Why Our
Our Decisions
Decisions Get Derailed , and
Get Derailed. and How
How We We Can Stick Stick to to the
the Plan
(Boston
(Boston:: Harvard
Harvard Business
Business School
School Press
Press., 2013
2013):) ; Kaplan
Kaplan., R
R.. E.,.. “The
"The Conspicuous
Conspicuous AbsenceAbsence of of Evidence
Evidence That That Process
Process
Consultation
Consultation Enhances
Enhances TaskTask P erformance ,” Journal
Performance:· Journal ofof Applied
Applied Behavioral
Behavioral Science
Science 15 15 ((1979):
1979 ) : 346 –360; Steiner
346-360: Steiner., II.. D .,..
Group
Group Process
Process and and Productivity
Productivity (New (New York
York:: Academic
Academic Press
Press., 1972
1972);) ; Anderson
Anderson., NeilNeil R ., .. and
and West
West., Michael
Michael A ....
""Measuring
Measuring C Climate for W
limate for Workork GGroup
roup IInnovation:
nnovation : D Development
evelopment and and V Validation
alidation of of the
the TeamTeam Climate
Climate IInventory."
nventory ."
Journal of
Journal of Organizational
Organizational Behavior
Behavior 19 ( 3 ) ((1998):
19(3) 1998 ) : 235 –258. and
235-258. and Kozlowski
Kozlowski., S S.. W
W.. J .,.. & Ilgen
ligen., DD.. R.,.. “Enhancing
"Enhancing the the
Effectiveness of
Effectiveness of Work
Work Groups
Groups and and Teams
Teams:· Psychological Science
,” Psychological Science in the the Public
Public Interest
Interest 7 7(3)
( 3 ) ((2006):
2006 ) : 777-124. Adapted
7 –124. Adapted
from
from Harvard
Harvard Business
Business School
School., “Leadership
"Leadership and and Teaming
Teaming:· ,” HBS No No.. 414 - 033, by
414-033. by Ethan
Ethan Bernstein
Bernstein.. Copyright
Copyright © 2013 2013
by
by the
the President
President andand Fellows
Fellows of of Harvard
Harvard College
College;; all rights
rights reserved
reserved..

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAM
TEAMSS 8
57
 2.4
2.4 Design
Design,, Launch
Launch,, and
and Process
Process Management
Management::
User's
A User Guide to
’ s Guide to Teams
Teams

How does
does one
one lead
lead successful
successful teams?
teams? Theory
Theory and
and research
research point to three
three key levers
key levers
leaders
leaders have
have at their disposal
disposal to enhance
enhance effectiveness
effectiveness..

1 Design
Design:: How do
do leaders
leaders design
design the
the team—the why,
team-the why, who,
who, what,
what, when,
when, and
and
how—to set
how-to set the
the conditions
conditions that maximiz
maximizee its chances
chances of success?
success?

2 Launch
Launch:: How do
do leaders
leaders breathe
breathe life into the
the team
team so
so that members
members come
come to
terms
terms with their task,
task, with each
each other,
other, and
and with their understanding
understanding of team
team
norms?
norms?

3 Process
Process M anagement: How do
Management: do leaders
leaders sustain
sustain a supportive
supportive context
—managing
context-managing
awareness
awareness of progress
progress and
and challenges,
challenges, maintaining balance,
balance, and
and intervening
intervening at
key
key points
points in a team’s
team's life —to preserve
life-to preserve positive
positive trajectories
trajectories and
and correct
correct negative
negative
ones?
ones?

While each
each of these
these three
three components
components matter,
matter, they
they do
do not necessarily
necessarilymatter the
matter to the
same
same degree. J. Richard
degree. J. Richard Hackman,
Hackman, a leading
leading scholar
scholar of teams,
teams, concluded
concluded from four
decades
decades of research
research that design
design had
had the
the greatest
greatest influence
influence on effectiveness,
effectiveness, followed
followed
by team
team launch.
launch. W hereas careful
Whereas careful design
design and
and launch
launch cancan help
help a team
team cope
cope with
inefficient proces ses, process
processes, process management,
management, while important, iiss never never sufficient
sufficient to
make
make up for poor design
design and
and inadequate launch. 17
inadequate launch. l7
In fact,
fact, some
some teams
teams get
get so
so bogged
bogged
down that they
they choose
choose to “relaunch”
"relaunch" to regain
regain their footing.
footing.

The
The remainder
remainder of this rreading
eading looks
looks at the
the key
key decisions
decisions leaders
leaders can
can make
make to get
get
each
each responsibility —team design,
responsibility-team design, team
team launch,
launch, and
and team
team process
process management
management- —
right.

2.4.1 Team
2.4.1 Team Design
Design
The
The most
most basic
basic determinants
determinants of team
team effectiveness
effectiveness will be
be decided
decided by its design — the
design-the
whyy (a compelling
wh compelling tea m purpose),
team who (the right team
purpose), who team composition),
composition), what (an (an
appropriate
appropriate team
team structure
structure and
and role design), when (a reasonable
design), when reasonable team
team timeline), and and
how (the alignment
how alignment of team rewards
ofteam rewards and
and proper
proper access
access to resources).
resources). Great
Great leaders,
leaders, as
as
architects
architects of teams,
teams, use
use their judgment
judgment to “stack
"stack the
the deck”
deck" andand increase
increase the
the
probability of success.
success. Sometimes
Sometimes these
these architects
architects don’t
don't end
end up actually
actually leading
leading the
the
teams
teams they
they create,
create, but rather
rather appoint another
another person
person to assume
assume that role.
role. In such
such
cases
cases,, those who are
those who are assigned
assigned to lead
lead a tea
teamm without being involved in key
being involved key design
design
decisions
decisions need
need to carefully
carefully assess
assess the
the design
design they’ve
they've inherited and,
and, ifif necessary,
necessary, make
make
any
any possible
possible adjustments
adjustments to increase
increase the
the odds
odds of team
team success.
success.

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 9
58
Wh Compelling Team
y : Compelling
Why: Team Purpose
Purpose
Successful
Successful leadership
leadership of teams
teams star ts with a raison
starts d' etre..18
raison d’être 18
This goes
goes beyond
beyond the
the
simple
simple output the
the team will be
team will be charged
charged with delivering.
delivering. The
The answers
answers to the
the questions
questions
in Exhibit
Exhibit 2 can
can help
help team
team leaders
leaders develop
develop a purpose
purpose that is clear,
clear, challenging,
challenging, and
and
19
consequential—and thereforeeffective.
consequential-and therefore effective. 19

EXHIBIT 2 Establishing
EXHIBIT Establishing Compelling
Compelling Team
Team Purpose
Purpose

A ttribute
Attribute Question to A
Question nswer
Answer Function
Function Benefit
Benefit

Clear
1. Clear Where are we going
are we going (and
(and how
how Orients Alignment
Alignment
will we
we know when we
know when we get
get
there)?
there)?

2. Challenging
Challenging What is challenging
challengingabout
about this
this Energizes
Energizes Motivation
task?
task?

Consequential
3. Consequential Why is it important that we
we Engages
Engages Full
Full utilization of
achieve
achieve this goal?
goal? knowledge
knowledge and and skills
skills

Source
Source:: Reprinted
Reprinted from
from Harvard
Harvard Business
Business School
School., ""Leadership
Leadership and
and Teaming
Teaming." ," HBS No No.. 414 - 033, by
414-033, by Ethan
Ethan Bernstein
Bernstein..
Copyright © 2013
Copyright 2013 by
by the
the President
President and
and Fellows
Fellows of
of Harvard
Harvard College
College,, based
based onon JJ.. R
R.. Hackman
Hackman,, Leading
Leading Teams
Teams:: Setting
Setting
the Stage
the Stage for
for Great
Great Performances (Boston:: Harvard
Performances (Boston Harvard Business
Business School
School Press
Press., 2002
2002): ) : pp.. 72, Table
Table 33-1; rights
- 1 ; all rights
reserved
reserved..

But not all clear,

clear, challenging,
challenging, andand consequential
consequential purposes
purposes are
are appropriate
appropriate for
teams
teams.. It
It is
is important to notenote that the
the purpose
purpose must
must be
be a compelling
compelling team
team purpose
purpose- —
well suited
suited to teamwork
teamwork as as opposed
opposed to individual work. It It must
must involve
involve performing
interdependent
interdependent tasks
tasks:: ccomplex,
omplex, meaningful,
meaningful, tightly coupled
coupled tasks
tasks for which members
members
feel
feel collectively
collectively responsible,
responsible, andand about
about which they
they receive
receive accurate,
accurate, regular
regular feedback
feedback
2o
20
on perfor mance.
performance. The The three
three most
most common
common forms
forms of workplace
workplace purpose —action,
purpose-action,
expertise,
expertise, and
and learning —can create
learning-can create fertile ground for teams.
teams. Exhibit
Exhibit 3 provides
provides
examples
examples of typestypes of teamsteams that support
support these
these purposes.
purposes. Many teams —like
teams-like
engineering
engineering teams —incorporate all three
teams-incorporate three purposes
purposes at different stages
stages of team life
ofteam life..

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 10
59
 EXHIBIT 3 Types
EXHIBIT Types of
of Team
Team Purpose
Purpose

Team
Team Purpose
Purpose Outcome
Outcome How Performance
Performance Is Defined
Defined Illustrative Example
Exampless

Action Execution
Execution Effective
Effective coordination
coordi nation Implementation
Implementation task forces
forces,,
emergency
emergency management
management
teams
teams,, automobile
automobile
production
production line teams
teams,,
firefighting team s, frontline
teams,
teams
teams

Expertise
Expertise Decision
Decision making
making or diagnosis
diagnosis Finding
Finding the sweet
sweet spot CIA
CIA intelligence teams,
intelligence teams,
(collect facts
facts,, interpret data
data,, between
between converging
converging on
on an
an scientific research
research teams
teams,,
narrow
narrow alternatives
alternatives,, and
and answer
answer too early
early (suboptim al
(suboptimal corporate
corporate boards
boards,, advisory
advisory
make
make the call) answer)
answer) and
and too late (right (consulting) teams
teams or any
any
answer
answer no
no longer
longer useful)
useful) problem -solving team
problem-solving team

Learning
Learning Creativity/ new ideas
Creativity/new ideas (from Voicing
Voicing of all
all ideas
ideas,, leaving
leaving New
New product introduction
multiple perspectives
perspectives too none
none unexplored
unexplored or unsaid
unsaid teams
teams,, innovation
innovation teams
teams
diverse
diverse to come
come from
from one
one
individual
individual alone)
alone)

Source:: Adapted
Source Adapted from
from Harvard
Harvard Business
Business S
School, "Leadership and
chool , “Leadership and Teaming
Teaming," No.. 414
,” HBS No 414-033, by Ethan
- 033, by Ethan Bernstein
Bernstein..
Copyright © 2013
Copyright 2013 by
by the
the President
President and
and Fellows
Fellows ofof Harvard
Harvard College
College;; all rights
rights reserved
reserved..

Who: Team
Who: Team Composition
Composition
Thoughtful leaders
leaders assemble
assemble or recruit team
team members who supply
members who supply traits and
and
competencies
competencies across
across several
several differ ent dimensions.
different dimensions.

Team
Team Size
Size
Size
Size matters.
matters. A team’s
team's size
size can
can be
be integral
integral to its productivity and
and success.
success. For a variety
variety
of reasons — for example, seeking a
reasons-for example, seeking broad range broad range of expertise , fostering
expertise, fostering inclusivity,
distributing responsibility,
responsibility, and
and sharing
sharing accountability —teams tend
accountability-teams tend to be be larger
larger than
than
necessary
necessary.. While leaders
leaders often view view inclusivity as as a virtue,
virtue, research
research shows shows
unequivocal
unequivocally ly that keeping
keeping team
team size
size to a minimum
minimum is is best,
best, as
as long as
as iits
t s resources
resources areare
matched
matched to the the challenge.
challenge. A bigger team rarely translates
bigger team rarely translates into a better
better team because of
team because
the
the process
process losses
losses inherent in the
the complexity
complexity of coordinating
coordinating larger
larger teams.
teams. Consider
Consider
the
the addition of just one one new
new member
member to a six -person team.
six-person team. The
The numb
number er of unique
unique
relationship
relationship dyads
dyads the
the leader
leader must
must manage
manage increases
increases from 15 15 to 21 —a 40%
21-a 40% increase
increase- —
along
along with a commensurate intensification
commensurate intensification of the
the process losses, as illustrated in
process losses , as illustrated
21
21
Exhibit
Exhibit 44..

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 11
60
EXHIBIT 4 Effect
EXHIBIT Effect of
of Group
Group Size on Productivity
Productivity

1 2 3 4 5 6 7 8

Vl
CIJ
Vl
Vl
0
...J
Vl
Vl
CIJ
U
0
ct

1 2 3 4 5 6 7 8

£
>
:OJ
u
:::J
"0
2
0-
m
.3
u
<{

1 2 3 4 5 6 7 8

Number of Members

Source:: II.. D
Source D.. Steiner
Steiner,, Group
Group PProcess
rocess and
and Productivity (New York
Productivity (New York:: Academic
Academic PressPress,, 1972
1972): 96; JJ.. R
) : pp.. 96; R.. Hackman
Hackman,,
Leading Teams
Leading Teams:: Setting
Setting the
the Stage
Stage for
for Great
Great Performances (Boston:: Harvard
Performances (Boston Harvard Business
Business School
School PressPress,, 2002
2002):
) : pp.. 117.
117.
Reprinted from Harvard Business School, "Leadership and
Reprinted from Harvard Business School , “Le adership and Teaming ,” Teaming," HBS No. 414-033, by Ethan Bernstein.
No . 414 - 033, by Ethan Bernstein .
Copyright © 2013
Copyright 2013 by
by the
the President
President and
and Fellows
Fellows of
of Harvard
Harvard College
College;; all rights
rights reserved
reserved..

What is
is the
the ideal
ideal team
team size?
size? Optimum sizesize is highly contextual
contextual and contingent on
and contingent
the
the team’s
team's task.
task. Although re searchon this topic is thin, estimates
research estimates of the
the maximum
maximum
ideal
ideal team
team size
size range
range from five twelve. 22
five to twelve. 22
Consistent
Consistent with that range,
range, Jeff
Jeff Bezos
Bezos
enforces
enforces the
the “two -pizza rule”
"two-pizza rule" for teams
teams at Amazon:
Amazon: T eamsshouldn’t
Teams shouldn't be
be larger
larger than
than
what two pizzas
what pizzas can
can feed.
feed.

Fluid teaming
teaming maymay offer an an interesting
interesting alternative
alternative to larger
larger team
team size
size by
exchanging
exchanging members
members into a set set number
number of roles
roles at various
various stages
stages in a team’s
team's life, but it
is
is important to manage
manage the the team ’s size
team's size at any
any given
given point. T here is
There is,, however,
however, some
some
early
early evid ence that when
evidence when teams
teams become
become veryvery fluid, size
size may
may affect
affect performance
performance
differently and
and that
that,, at least
least for certain
certain kinds
kinds of tasks
tasks,, such
such teams
teams may
may benefit
benefit from
23
larger
larger team
team sizes
sizes than
than traditional teams
teams do.do.23

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Member
Member Selection:
Selection: Diversity
Diversity is
is an
an essential
essential component
component of team
team composition.
composition. When
When leaders
leaders assemble
assemble a
team,
team, they
they consider
consider diversity
diversity on a number
number of dimensions —expertise,background,
dimensions-expertise, background,
network,
network, demographics,
demographics, capabilities,
capabilities, opinions, values,personalities,
opinions, values, personalities, preferences —to
preferences-to
create
create a balanced,
balanced, h eterogeneousteam
heterogeneous team in which different perspectives,
perspectives, priorities, and
and
styles
styles may
may emerge.
emerge. Diversity extends
extends beyond
beyond individual characteristics
characteristics to include
include the
the
external
external resources,
resources, knowledge,
knowledge, and
and expertise
expertise each
each team
team member
member can
can access.
access.

However,
However, diversity
diversity in itself does
does not insure
insure a better -functioning team.
better-functioning team. On thethe one
one
hand,
hand, diversity along
along any any dimension
dimension can
can stimulate
stimulate creativity,
creativity, inventiveness,
inventiveness, andand
openness
openness to a broader
broader array
array of solutions—diverseteams
solutions-diverse teams may
may naturally be be better
better able
able
to avoid
avoid premature
premature consensus,
consensus, or grou pthink, and
groupthink, and therefore
therefore discover
discover a better
better solution
that yields
yields distinctive
distinctive results.
results. On the
the other hand,
hand, diversity
diversity can
can breed
breed conflict. Basic
Basic
building blocks
blocks of successful
successful teams,
teams, such
such asas communication,
communication, trust,trust, conflict
management,
management, and and mutual understanding,
understanding, can
can ssometimes
ometimes be be more
more difficult
difficult with
24
increased
increased diversity.
diversity. 24 In global
global teams,
teams, even
even finding a common
common language
language cancan be
be
challenging.
challenging. 25
25

Luckily, we
we know quite
quite a bit about
about how leadership
leadership can
can improve
improve the
the odds
odds of
successful
successful teamwork
teamwork among
among diverse
diverse individuals.
individuals. Skilled
Skilled team leaders
team leaders take
take care
care to:
to:

1 Celebrate
Celebrate the
the benefits
benefits of informational diversity—task-oriented disagreements
diversity-task-oriented disagreements
that produce
produce innovation and and increased
increased performance —while avoiding
performance-while avoiding the
the
affective
affective drawbacks
drawbacks from value value diversity
diversity,, which increases
increases potential for
relationship
relationship conflict or status 26
26
status conflict. Consider
Consider a newnew product development
development
team
team composed
composed of an an engineer,
engineer, a product designer,
designer, and
and a salesperson.
salesperson. TheThe
unique
unique perspective
perspective that eacheach member
member brings
brings to thethe project
project might lead
lead to
disagreements
disagreements about
about how things
things should
should be be done.
done. The
The designer
designer is
is concerned
concerned that
the
the product isis aesthetically
aesthetically appealing,
appealing, the
the engineer wants to make
engineer wants make sure
sure that the
the
product works
works well,
well, and
and the
the salesperson
salesperson is is thinking about
about how it will attract
attract
consumers.
consumers. If If the
the team
team members
members can can talk through the the differences
differences iin
n their
informational perspectives
perspectives,, they
they are
are more
more likely to comecome up with a newnew product
that looks
looks good, works well,
good, works well, and isis a big seller.
seller. However,
However, ifif the
the designer
designer isis
inflexible when
when asked
asked to make
make changes
changes so so the
the product performs
performs better
better and
and
instead
instead accuses
accuses ththee other two of power
power politics andand unfairness,
unfairness, they
they in turn maymay
become
become defensive
defensive andand walk out of thethe meeting
meeting in frustration-well,
frustration—well, then
then the
the
disagre ement has
disagreement has become valuedriven.
become value driven.

Leaders who can

Leaders who can leverage
leverage teams,
teams, and
and especially
especially diverse
diverse teams, cognitive
teams, for cognitive
conflict (i.e.
(Le.,, intellectual
intellectual disagreements)
disagreements) while simultaneously
simultaneously building
emotional
emotional bonds
bonds between
between diverse
diverse individuals
individuals find themselves
themselves in the
the sweet
sweet spot
spot
27
of team
team effectiveness.
effectiveness.27 Social
Social science
science suggests
suggests that the
the likelihood of inhabiting
that sweet
sweet spot
spot isis sub stantially improved
substantially improved by the
the degree
degree to which diverse
diverse team
team

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 members
members work interdependently,
interdependently, breaking
breaking individual stereotypes
stereotypes in the
the
28
process. 28
process.

2 Set
Set enabling
enabling norms
norms to support
support diversity.
diversity. Teams
Teams with norms
norms that encourage
encourage
diverse
diverse members
members to express,
express, rather
rather than
than suppre ss,their unique
suppress, viewpoints early
unique viewpoints early
29
9
in a team’s
team's life may
may be more successful.
be more successfuI.2 McKinsey,
McKinsey, for example,
example, proselytizes
proselytizes all
employees’
employees' “obligation
"obligation to dissent”
dissent" as
as a core value(see
core value (see the
the sidebar
sidebar “Obligation
"Obligation to
Dissent” ).
Dissent").

Obligation to
Obligation to Dissent
Dissent

Founder
Founder Marvin
Marvin Bower
Bower e nshrined in McKinsey
enshrined McKinsey & Company’s
Company's culture
culture the
the
“obligation
"obligation to
to dissent ,” a belief
dissent," belief that
that all employees
employees have
have an obligation
obligation to
to
speak
speak up
up whenever
whenever they
they disagree
disagree with
with something
something being
being done
done or
or
discussed
discussed.. In training
training sessions
sessions for
for new
new employees
employees,, McKinsey tells its hires
McKinsey tells
that
that they
they are expected
expected to
to have
have a point
point of
of view
view,, and ifif that
that point
point of view is
of view
in conflict
conflict with
with what
what they
they observe —from the
observe-from the way
way a calculation
calculation is done
done on
an Excel
Excel spreadsheet
spreadsheet to
to a major
major recommendation to a client
recommendation to —it is their
client-it their
responsibility
responsibility to
to voice
voice their
their pers pective , for
perspective, for the
the sake of the client
of the the
client and the
firm
firm.. Leaders
Leaders,, for
for their
their part
part,, must
must foster
foster a culture
culture that
that invites
invites and validates
validates
dissent
dissent.. Asking
Asking individuals
individuals directly
directly for
for opinions
opinions,, listening
listening,, and appreciating
appreciating
feedback —negative as well
feedback-negative well as positive —from team
positive-from team membe rs are all ways
members ways
to
to reap
reap the
the candid
candid exchange
exchange of
of information
information and ideas
ideas necessary
necessary to
to
effective
effective teaming
teaming.. Dissent
Dissent will
will of
of course surface the
course surface the inevitable
inevitable conflict.
conflict .
How
How a team
team manages
manages conflict
conflict can be key to its success.
success . Ideally,
Ideally , everyone
everyone
on the team will
the team will feel hear
heardd during
during an evidence - driven exchange
evidence-driven exchange of
of
conflicting
conflicting views
views;; when
when a decision
decision has been
been reached
reached or
or a problem
problem
resolved
resolved,, individual
individual team
team members
members who
who have
have compromised
compromised will
will feel
feel they
they
have
have done
done so fully
fully heard
heard..

30
3 Manage subgroups (either
Manage subgroups (either formal or informal).
informal).3 0D espitea widespread
Despite widespread
appreciation
appreciation for diversity,
diversity, most
most human
human beings
beings have
have natural tendencies
tendencies toward
toward
homophily;; that is,
homophily is, they
they prefer
prefer to establish
establish ties
ties with individuals who
who have
have
31
something
something in common
common with them,them,31 thereby
thereby forming subgroups
subgroups around
around one
one or
more
more similar attributes
attributes such
such as
as demographics,
demographics, preferences,
preferences, skills,
skills, personality,
personality, or
values. 32
32
values. TheThe resulting
resulting so -calledfaultlines,
so-called 33
faultlines,33 or rifts between
between two distinct,
distinct,
nonoverlapping
nonoverlapping subgroups,
subgroups, can
can have
have both positive
positive and
and ne gativeeffects
negative effects on team
team
performance.
performance. On the the one
one ha nd, similarity breeds
hand, breeds comfort:
comfort: T eam members
Team members with
similarities
similarities can
can more
more easily
easily stimulate
stimulate feelings
feelings of team psychologicalsafety
team psychological safety,,
which allows
allows for increased
increased openness,
openness, enhanced
enhanced quality of input and and discussion,
discussion,

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 and more
and more airtime for minority
minority opinions — and therefore
opinions-and therefore improved
improved team
team
learning. 34
learning. 34
On the
the other hand,
hand, subgroup
subgroup members
members may
may begin
begin to share
share
information only within
within the ir own subgroup
their subgroup rather
rather than
than with the
the broader
broader team,
team,
35
35
leading
leading to factions
factions and
and team
team conflict.

Whethe
Whetherr the
the net effect
effect of faultlines
faultlines is positive
positive or negative
negative tends
tends to turn on the
the
strength
strength of the
the faultlines themselves: 36
faultlines themselves: 36
Strong
Strong faultlines
faultlines are
are much more
more likely
than weakfaultlines
than weak faultlines to produce
produce negative
negative outcomes
outcomes (see
(see the
the sidebar
sidebar “"Red
Red
Team/Blue
Team/Blue Team
Team Simulations
Simulations"” ffor
or an
an exception
exception to this rule).
rule).

Red Team
Red Team/Blue Team Simulations
/ Blue Team Simulations

Typically
Typically,, teams try to
teams try to avoid
avoid strong
strong faultlines
faultlines between two definitive
between two definitive
subgroups
subgroups,, preferring
preferring conditions
conditions in which
which everyone
everyone contributes
contributes unique
unique
ideas
ideas to
to the
the mix
mix and
and then
then solves
solves problems
problems or
or makes
makes d ecisions
decisions
collaboratively
collaboratively.. Incorporating
Incorporating all viewpoints —all colors
viewpoints-all colors of the rainbow
of the rainbow-—
into
into the
the discussion
discussion and
and decision
decision is
is seen as productive
productive.. More
More recently
recently,,
however
however,, “red
"red team / blue team”
team/blue team" simulations
simulations have
have become
become increasingly
increasingly
popular
popular for
for certain types of
certain types tasks .
of tasks.

IIn
n these
these simulations
simulations,, two
two teams
teams are created to take
created to take opposing
opposing sides,
sides , either
either
of
of an issue or
or a situation
situation,, and to fully
fully engage
engage in supporting
supporting their
their objective.
objective .
Although
Although red team/blue
team / blue team
team simulations
simulations originated
originated in military
military settings,
settings , in
recent
recent decades
decades other
other organi zations have
organizations have been
been finding
finding substantial
substantial civilian
civilian
applications
applications too
too,, from
from cybersecurity
cybersecurity to
to investment
investment management
management.. By
focusing
focusing a team
team on a singular
singular perspective
perspective,, and
and focusing
focusing a second
second team
team on
on
the
the opposite
opposite,, both
both teams
teams may
may end
end up
up operating
operating more
more effectively
effectively because
because
of their “solving”
of their "solving" rather than "judgment"
rather than “judgment” mentality
mentality..

Source:: Mejia
Source Mejia , R
R.. “Red
"Red Team
Team Versus
Versus Blue
Blue Team
Team:: How
How tto
o Run an Effective
Effective Simulation
Simulation."
. ” CSO Online
Online,, March
March 25,
2008.
2008.

There
There are
are two ways
ways to weaken
weakenfaultlines.
faultlines. First,
First, leaders can design
leaders can design teams
teams to avoid
avoid
strong
strong faultlines
faultlines by ensuring
ensuring high levels
levels of diversity.
diversity. A “red/blue
"red/blue team” — that is,
team" -that is, with
individuals whowho neatly
neatly divide into two distinct subgroupssubgroups-is — is more
more likely to
experience
experience a single
single strong
strong faultline, whereas a “rainbow
faultline, whereas "rainbow team”
team" with an an array
array of
37
37
different individua
individuals ls is
is more
more likely to experience
experience many weak faultlines.
many weak faultlines. Second,
Second,
leaders
leaders can
can distribute tasks
tasks across
across different subgroups,
subgroups, particularly ifif subgroups
subgroups relate
relate
directly to a task
task (e.g.,
(e.g., salespeople versusengineers
salespeople versus engineers in a technology
technology company),
company), so so that
the
the act
act of tea mwork weakens
teamwork weakensrather
rather than
than strengthens faultlines..38
strengthens faultlines 38

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 Exhibit
Exhibit 5 uses
uses a hypothetical
hypothetical example
example from a real -life merger
real-life merger to illustrate
illustrate the
the
conditions
conditions for a strong
strong faultline that risk team
team ineffectiveness.
ineffectiveness.

EXHIBIT 5 Faultline
EXHIBIT Faultline Example
Example:: Hypothetical
Hypothetical Product
Product Integr ation Team
Integration Team in
AOL
AOL-- Time
Time Warner
Warner Merger
Merger

Time- Warner Side

Time-Warner Side AOL Side
AOL Side

ATTRIBUTE
ATTRIBUTE Member A Member B Member C Member D Member E Member F

Age 39 42 40 33 32 29

Gender
Gender Female
Female Female
Female Male Male Male Male

Undergraduate
Undergraduate Wellesley
Wellesley Kenyon
Kenyon Yale
Yale Ohio
Ohio State
State Texas
Texas A & M
M Minnesota
Minnesota
School
School College
College University
University

Major English
English Comparative
Comparative Philosophy
Philosophy Electrical
Electrical Artificial Marketing
Literature
Literature Engineering
Engineering Intelligence
Intelligence

FAULTLINE
FAUL TLINE

Source:: Republished
Source Republished with
with permission
permission of of Academy
Academy of of Management
Management from
from “Factional
"Factional Groups
Groups:: A New
New Vantage
Vantage onon
Demographic
Demographic Faultlines
Faultlines., Conflict
Conflict., and
and Disintegration
Disintegration in Work
Work Teams,"
Teams ,” by Jiatao Li and
by Jiatao and Donald C . Hambrick
Donald C. Hambrick,,
Academy
Academy ofof Management
Management Journal 48.5 ((2005):
Journal 48.5 794-813;
2005 ) : 794 permission
–813; perm conveyed by
ission conveyed by Copyright
Copyright Clearance
Clearance Center
Center..

Note
Note that the
the AOL sideside has
has all 29
29-- to 33 - year-old men
33-year-old men with quantitative
quantitative majors
majors
from large
large state
state schools,
schools, while thethe Time - Warner side
Time-Warner side has
has all of the
the gender
gender diversity
diversity
with humanities
humanities majors
majors from liberal arts
arts schools.
schools. Might thethe members
members from AOL rely
overly on data
data analysis
analysis or become
become annoyed
annoyed ifif team
team m embers from Time
members - Warner
Time-Warner
present
present opinions that are are not backed
backed up with statistical
statistical reasoning?
reasoning? Might the the Time
Time--
Warner side
side find the
the guys
guys from AOL too too narrow in their approach
approach because
because their
liberal arts
arts training has
has taught
taught them
them to draw on a range range of disciplines
disciplines and
and ideas?
ideas? To
reduce
reduce such
such faultline s, a team
faultlines, team composition
composition that equally
equally distributes
distributes members
members with
quantitative
quantitative reasoning
reasoning skills
skills and
and those
those with broad -based analytic
broad-based analytic skills
skills is a better
better
design
design for effective
effective product integration.
integration.

T
Too reap
reap the
the gains
gains that diversity
diversity can
can offer,
offer, effective
effective team
team leaders
leaders use
use shared,
shared,
mutually agree
agreedd norms,
norms, team
team processes,
processes, and
and awareness
awareness of individual differences
differences to
shape
shape a common
common teamteam culture —a meta
culture-a -level of commonality
meta-level —across diverse
commonality-across diverse
individuals.
individuals.

Member
Member Selection:
Selection: Social
Social Sensitivity
Resea rch from a 2010
Research 2010 paper
paper published
published in Science
Science demonstrated
demonstrated that teams
teams exhibit
collective
collective intelligence
intelligence (“c”)
("c"):: A battery
battery of tests
tests,, completed
completed early
early in a team’s
team's life, that
measure
measure a team’s
team's capacity
capacity for logical
logical analysis,
analysis, brainstorming,
brainstorming, coordination,
coordination, planning,
planning,
and
and moral reasoning,
reasoning, can
can predict future
future team
team performance
performance on a wide
wide variety
variety of future
future

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tasks
tasks (just as
as IQ tests
tests are
are intended
intended to predict an an individual’s
individual's performance
performance on a widewide
variety of future tasks).
variety tasks). What defines
defines “c”?
"c"? Interestingly,
Interestingly, it is
is not strongly
strongly correlated
correlated
with the
the IQ of individual members
members of the the team
team or other
other personality
personality traits
traits (e.g.,
(e.g.,
extroversion or the
extroversion the results
results of a Myers -BriggsType
Myers-Briggs Type Indicator [[MBTI]
MBTI ] test),
test), but instead
instead
increases
increases with three measurable team - level attributes:
three measurable team-level attributes:

• Team
Team members’
members' average
average social
social sensitivity (ability to read
sensitivity read emotions
emotions in another
another
person’s
person's face)
face)

• Equality
Equality in distribution of conversational
conversational turn - taking
turn-taking

• Proportion of women
women on the team 39
the team 39

While the
the second
second attribute (turn -taking) will be
(turn-taking) be addressed
addressed with teamteam norms
norms in thethe
section
section on teamteam launch
launch (see
(see “"'Clicking'
‘Clicking’ at Launch:
Launch: Collective
Collective Intelligence
Intelligence andand
Communication
Communication Patterns”),
Patterns"), the
the first and
and third attributes
attributes of collective intelligenceare
collective intelligence are
questio
questionsns of team
team composition.
composition. When researchers
researchers accounted
accounted for the the tendency
tendency for
women to score
women score higher
higher on social
social sensitivity,
sensitivity, the
the “female factor” became
"female factor" became statistically
statistically
insignificant,
insignificant, so
so composing
composing a team
team to maximize
maximize collective
collective intelligence
intelligence all comes
comes down
down
to selecting
selecting members
members with high social
social sensitivity.
sensitivity. This is is as
as true for virtual teams
teams asas it
is
is for co -located teams
co-located —severalyears
teams-several yearslater,
later, the
the same
same researchers
researchers found the the same
same “c”
"c"
intelligence
intelligence results
results for purely virtual teams. 40
teams. 40

How does
does a leader
leader select
select team
team members
members with high levels levels of social
social sensitivity?
sensitivity? And
can
can individuals learn
learn social
social sensitivity
sensitivity over
over time?
time? Although an an established
established testtest for
41
social
social sensitivity
sensitivity has
has been
been used
used in the the collective
collective intelligence
intelligence research
research,41, it is
is a rare
rare
organization
organization that actually
actually administers
administers the the ttest
est before
before assigning
assigning a person
person to a team.team.
While organizations
organizations have yet to figure
have yet figure out exactly
exactly how to incorporate
incorporate these findings
these findings
about
about social
social sensitivity
sensitivity and
and “c”
"c" intelligence
intelligence into common
common practice,
practice, perhaps
perhaps thethe more
more
important point goesgoes back
back to the
the third common
common path path to team
team failure:
failure: IIt's
t’s important to
have
have members
members who who do do not neglect
neglect the
the need
need to constantly
constantly pay pay attention
attention to the the
emotional,
emotional, relational
relational aspects
aspects of the
the team, whether they
team, whether they are
are reading
reading it in each
each other’s
other's
faces
faces or encouraging
encouraging social
social sensitivity
sensitivity through thei theirr behaviors.
behaviors. Click on Interactive
Illustration
Illustration 1 to take
take the
the original, validated
validated version
version of thethe “Reading
"Reading thethe Mind
Mind in thethe
Eyes”
Eyes" test,
test, developed
developed by Professor
Professor Simon
Simon Baron - Cohen in 1997,
Baron-Cohen 1997, which has has been
been used
used
to measure
measure social
social sensitivity
sensitivity in this research
research on col lectiveintel
collective ligence.
intelligence.

8306 |I Core
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 INTERACTIVE
INTERACTIVE ILLUSTRA TION 1 Reading
Reading the
the Mind
Mind in the
the Eyes

•
" ILLUSTRATION

. . Scan this QR code,

code, click the image,
image, or use this link to access illustra tion: bit.ly/hbsp2unHpXd
access the interactive illustration: bit.ly/hbsp2unHpXd
[!] . '

READING THE MIND

IN THE EYES
TEST

For each set of eyes, choose which word best describes what the
person in the picture is thinking or feeling. You may feel that more
than one word is applicable but please choose just one word, the
word which you consider to be most suitable. Before making your
choice, make sure that you have read all four words. You should
try to do the task as quickly as possible but you will not be timed.

Begin

The ReaOng the MInd In the Eyes Test was developed by ProfeSSOf SImon Baron-Coheo 101997 and updated If! 2001
The lest has been evaluated In 0Yef 250 studies to dale, and has been found 10 nave good reliability and validity Q@!!Qf!

Member Selection:
Selection: Familiarity
Familiarity
If
If possible,
possible, selecting
selecting team
team members
members whowho share
share prior positive
positive experiences
experiences working
together
together may
may provide
provide a team
team with a head
head start.
start. Not only are
are team
team members
members already
already
aware
aware of “who
"who knows what,” but they
knows what," they also
also typically demonstrate
demonstrate more willingness to
more willingness
engage
engage in relationships,
relationships, coordination,
coordination, and
and knowledge
knowledge sharing
sharing from the very start.
the very 42
start. 42
Familiarity
Familiarity also
also may
may encourage
encourage an
an immediate
immediate sense
sense of psychological
psychological safety
safety and
and trust
43
among
among new
new team
team members.
members.43

These
These effects
effects of familiarity in a new new team
team are are indicative
indicative of a more general result:
more general result:
G ood teams
Good teams tend
tend to improve
improve with time. 44 As
time. 44 As members
members develop
develop increased
increased familiarity
with each
each other,
other, their col lective work, their roles,
collective roles, and
and the
the work setting,
setting, they
they are
are able
able
to settle
settle in and
and focus
focus on working together
together rather
rather than
than having
having to use
use time and
and energy
energy
becoming
becoming oriented
oriented to new
new coworkers
coworkers or circumstances.
circumstances. Shared
Shared experience
experience enables
enables
shared
shared mental
mental models,
models, mind - sets, and
mind-sets, and knowledge
knowledge pools;
pools; an
an understanding
understanding of who who
may
may have
have unique
unique know -how or expertise;
know-how expertise; an an approach
approach to developing
developing less -skilled
less-skilled
members
members without disrupting team team progress;
progress; andand a commitment to the the team
team and
and one
one
another. 45
45
another. If If good
good teams
teams improve over over time,
time, then
then th at presents
that presents a particular challenge
challenge
for teams
teams that areare temporary
temporary by nature,
nature, such
such as as those who service
those who service hospital
hospital emergency
emergency
46
rooms
rooms or airplane
airplane flights:
flights:46 Such
Such teams
teams require
require practices
practices in place
place for the
the smooth
smooth
exchange
exchange of individuals on and and off
off the
the team,
team, so so that th
thee benefits
benefits of familiarity are
are not
lost with every
every shift in membership.
membership.

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 What: Team
What: Team Structure
Structure and Role
and Rol e Design
Design
Whether
Whether static fluid, coordination
static or fluid, coordination isis easier
easierwhen
when team
team members
membershave
have clearly
clearly
defineda
defined nd thoughtfully differentiated
and differentiated roles
roles(at
(at least
leastfor
for some
somegiven
givenperiod
period of
of time).
time).

Nature of Roles
Roles
Every
Every team
team ne eds to
needs to create
createaa division
division of labor
labor among
amongmembers.
members.In traditional
traditional teams,
t eams,
role
role de finition and
definition and differentiation
differentiation are often determined
are often determined by by the
the person
person designing
designingthe the
team, who
team, who envisions
envisions which
which member
member might be be best
best suited
suited for
for each
each role
role and
and
assign
assignss tthose
hose roles
roles acco rdingly. In today's
accordingly. today’s more
more fluid andand shared
sharedleadership
leadershipteams,
teams,
allocation and
allocation and reallocat ion of roles
reallocation roles or tasks
tasksisis aa more
more ongoing
ongoing process.
process.Rather
Ratherthan
than
a brilliant designer,
designer, a t eam today
a team today requires
r equires aa shared,
shared, continuously
continuously updated
updated
understanding
understanding of the nat ure
the nature of its tasks and collective agreement
its tasks and collective agreement about howabout how to to
dynamically
dynamically matmatchch tho se tasks
those tasks toto the
the expertise,
expertise, knowledge,
knowledge, resources,
resources,and
and rewards
rewards
structure of the
structure team. See
the team. See Video 3 for an an example
example ofof how
how the
the members
members of aa
marketing
marketing team
team adjusted
adjusted their roles increaseteam
roles to increase team success.
success. end

c VIDEO 3 Tune In to
VIDEO
I!I" ' ~I!I
~
to the

Sca
the Skills Your

Sca n this QR
Your Team Offers

QR code,
code, click
Offers

click the image,

image, or
or use
use this link
link to
to access
accessthe video:bit.l
the video: y/hbsp2uoABbD
bit.ly/hbsp2uoABbD
~W

One
One important way way teamsteams may may create
create aa division
division of of labor
labor forfor
learning,
learning, remembering,
remembering, andand communicating
communicating team team knowledge
knowledgeis is through
through aa so-called
so-called
transactive
transactive memory system ((TMS)-essentially
memory system TM S)—essentially a a shared mental map,
shared mental map, built
through
through team interaction, of where
team interaction, where knowledge resides.47
knowledge resides. 47
For example,
example, if if one
one
team
team member
member previously handled the
previously handled the team's
team’slegal
legal issues,
issues,the
the team
team will likely
likely go
go to
to
he
herr when
when anoth er legal
another legal problem
problem arises
arisesand
and also
also direct
direct law-focused
law-f ocusedinformation
information to to
her. These processes are tra nsactive
her. These processes are transactive in that they are created and updated
they are created and updated as as
me mbers exchange
members exchangeinformation with one another. Being
one another. Being deliberate
deliberateaboutabout creating
creating
an
an effective
effective TMS
TMS has
has been shown to
been shown to improve
improve team
team performance,
performance,because
becausethethe clarity
clarity
about
about knowledge
knowledge roles gives team
roles gives team members
members quick quick and
and coordinated
coordinated access
access toto
individual team members’ specialized knowledge, ensuring t hat a
team members' specialized knowledge, ensuring that a greater amount greater amount
o
off task -r elevant knowledge
task-relevant knowledgeis is utilized
utilized by
by the
the entire team.48
entire team.48

Content of Roles
Roles
As
As the t eam irons
the team iro ns out
out who
who does
does what,
what, members
members must
must keep
keep in
in mind
mind that
that the
t he
allo cation of work plays
allocation plays aa role
role in determining
determining the the level
level of members'
members’motivation
motivation
throughout
throughout the
the tteam's
eam’slife.
life. Just
Just as
as with
wit h individual jobs,
jobs, when
when the
the work
work is
is designed
designed
ttoo provide variety,, ta
provide skill variety task identity,, ta
sk identity task significance,
sk significanc autonomy,
e, a and job-based
utonomy, and job-based
feedback
feedback, , membe
members rs will be more likely to
be more to find the
the teamwork
teamwork meaningful
meaningful andand
49
intrinsically rew arding (see
rewarding 6).
(see Exhibit 6).49

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EXHIBIT 6 Elements
EXHIBIT Elements of
of Good
Good Job
Job Design
Design

Element
Element of
Definition Impact
Job
Job Design
Design

Skill
Skill Variety The
The degree
degree to which
which the job requires
requires a Degree
Degree to which
which individual
individualss
variety of different activities in carrying
carrying out experience
experience meaningfulness
meaningfulness
the work
work,, involving
involving the use
use of a number
number of in the work
different skills
skills and
and talents of the person
person

Task
Task Identity The
The degree
degree to which
which the job requires
requires doing
doing a
whole
whole and
and identifiable
identifiable piece
piece of work from
from
beginning
beginning to end
end

Task
Task The
The degree
degree to which
which the job has
has a
Significance
Significance substantial
substantial impact on
on the lives
lives of other
people
people,, whether
whether those
those people
people are
are in the
immediate
immediate organization
organization or the world at large
large

Autonomy
Autonomy The
The degree
degree to which
which the job provides
provides Degree
Degree to which
which individuals
individuals
substantial
substantial freedom
freedom,, independence
independence,, and
and experience
experience responsibility
responsibility for
discretion
discretion to the individual
individual in scheduling
scheduling the the work
work and
and determining
determining the procedures
procedures to be
be
used
used in carrying
carrying it out

Job-Based
Job-Based The
The degree
degree in which
which carrying
carrying out the work Degree
Degree to which
which individuals
individuals
Feedback
Feedback activities required
required by the job provides
provides the have
have knowledge
knowledge of the
individual
individual with direct and
and clear
clear information
information actual
actual results
results of the work
about
about the effectiveness
effectiveness of his or her activities
performance
performance

Source:: JJ.. R
Source R.. Hackman
Hackman and and G G.. R
R.. Oldham
Oldham,, “Development
"Development of of the
the Job
Job Diagnostic
Diagnostic Survey
Survey."
.” Journal of Applied
Journal of Applied
Psychology
Psychology 60 ( 2 ) ((1975):
60(2) 1975 ) : 159 –170; G
159-170; G.. R
R.. Oldham
Oldham and
and JJ.. R
R.. Hackman
Hackman,, “Not
"Not What
What ItIt Was
Was and
and Not
Not What
What ItIt Will
Will Be
Be:: The
The
Future
Future of
of Job
Job Design
Design Research
Research." .” Journal
Journal of of Organizational
Organizational Behavior
Behavior 31 ((2010):
2010 ) : 463 –479. Reprinted
463-479. Reprinted from
from Harvard
Harvard
Business
Business Scho
School,ol , ""Leadership
Leadership and and Teaming
Teaming," ," HBS NoNo.. 414 - 033, by
414-033, by Ethan
Ethan Bernstein
Bernstein.. Copyright
Copyright © 2013
2013 by
by the
the
President
President and and Fellows
Fellows of of Harvard
Harvard College
College;; all rights
rights reserved
reserved..

Role
Role Representation
Representation
One
One important and and often
often overlooked
overlooked factor
factor in successful
successful teams
teams isis clarity around
around
whom thethe individual members
members of a team
team are
are intended
intended to represent.
represent. For example,
example,isis
the
the VP of the
the electronics
electronics division on the
the team
team to represent
represent her division’s
division's perspective
perspective
on issues
issues or is she
she there
there to solve
solve problems
problems as as an
an individual on the
the team?
team? If If she is there
she is there
to represent
represent her division,
division, she
she may
may have
have a fixed
fixed perspective
perspective or goal
goal;; ifif not, she
she might
have
have to make
make decisions
decisions asas part of the
the team
team that could negatively
negatively impact
impact her her division.
division.
In general
general terms,
terms, how we we act
act on a team
team is
is often
often influenced
influenced by how wewe conceive
conceive of our
role and whether we
and whether we are
are supposed
supposed to be be the voice of our division,
the voice division, our demographic,
demographic,
our company
company as as a whole,
whole, or something
something else.
else. The
The design
design of representation
representation on the the team
team
determines
determines thethe nature
nature of challenges
challenges the
the team
team will bebe capable
capable and
and incap able of
incapable
tackling.
tackling.

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When: Team
When: Team Lifespan
Lifespan
Teams
Teams areare partially identified by thethe length
length of their intended
intended lifespan.
lifespan. Some
Some teams
teams
seem
seem to have
have no planned
planned endpoint;
endpoint; others,
others, like the
the temporary
temporary teams
teams mentioned
mentioned
above,
above, last
last only as
as long as
as the
the individuals involved
involved share
share responsibility
responsibility for thethe ((short-
short-
term) outcome.
outcome. Timelines
Timelines areare closely
closely tied to individual responsibilities
responsibilities andand
accountability,
accountability, so
so teams
teams should
should try to be be explicit about
about timelines,
timelines, even
even ifif the
theyy may
may
change.
change. M utual awareness
Mutual awareness of a shared
shared timeline cancan bebe important for effectiveness:
effectiveness:
IIdeal
deal team
team design
design and
and practices
practices may
may be very different for an
be very an emergency
emergency room team team
that lasts
lasts for one
one shift than
than for an
an executive
executive team
team that may
may spend yearstogether
spend years together..

How:: Aligned
How Aligned Team
Team Rewards
Rewards and
and Resources
Resources
Two of the
the most
most important functions
functions served
served by the
the larger
larger organization
organization or environ
environ--
ment in which a team
team operates
operates are
are determining
determining how the
the team
team will be
be rewarded
rewarded and
and
providing access
access to resources
resources beyond
beyond the
the team’s
team's boundaries.
boundaries.

Determining rrewards
ewards isis especially
especially tricky
tricky:: E ven the
Even the most
most carefully
carefully designed
designed
incentives
incentives seem
seem to backfire
backfire at least
least as
as often
often as
as they
they succeed
succeed in producing
producing the the
50
behaviors
behaviors desired.
desired. 50 However,
However, giving performance -contingent rewards
performance-contingent rewards andand recog
recog--
nition to the
the team
team as as a whole,
whole, rather than
than individual members,
members, isis a step
step in the
the right
direction.
direction. When
When rewards
rewards are
are given
given only to individuals,
individuals, it makes
makes it nearly
nearly impossible
impossible
for the
the team
team to function,
function, and
and teaming
teaming can
can feel
feel more
more like constant
constant negotiation.
negotiation. That
does
does not mean
mean that individual -level incentives
individual-level incentives cannot
cannot also
also exist,
exist, b ut team
but - level
team-level
incentives
incentives for demonstrated
demonstrated excellence
excellence are
are necessary
necessary to provide
provide alignment
alignment among
among
team
team members.
members.

Similarly,
Similarly, alignment
alignment between
between thethe team
team and
and the
the resources
resources it gets
gets from its
environment
environment is very important. Teaming
is very Teaming rarely
rarely happens
happens in a bubble.
bubble. Part
Part of the
the
team’s
team's task
task is to seek
seek and
and secure
secure resources —knowledge,capital,
resources-knowledge, capital, networks —from the
networks-from the
context.
context. Without
Without alignment
alignment with and and access
access to the
the right resources
resources,, the
the team
team can
can
starve
starve or, worse,
worse, lose
lose its way.
way. For success,
success, the
the organization
organization needs
needs to bebe just as
as
committ
committeded to the
the team
team as
as are
are its individual members.
members.

2.4.2 Team
2.4.2 Team Launch
Launch
The
The launch
launch of a team
team is a key
key moment
moment in its life.
life. Whether
Whether teams
teams are crews,
are flight crews,
orchestras,
orchestras, MBA learning
learning teams,
teams, consulting
consulting teams,
teams, product development
development teams,
teams, or
CIA intelligence
intelligence teams,
teams, Richar
Richardd Hackman
Hackman and and Ruth Wageman
Wageman maintain,
maintain, “"[W]hat
[W] hat
happens
happens in the the first few
few minutes
minutes of [members’]
[members'] time together
together carries
carries forward
forward
throughout a significant
significant portion of the
the [team’s]
[team's] life .” 51 Even
life."51 Even in fluid teams,
teams, which
may
may experience
experience many
many mini -launchesover
mini-launches over time as
as members
members come come and
and go,
go, the
the initial
initial
launch —and each
launch-and each subsequent
subsequent launch —can have
launch-can have lasting
lasting consequences
consequences for teamteam
effectiveness.
effectiveness. Research
Research conducted
conducted by Wageman
Wageman and and her coauthors
coauthors found that “"the
the

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 21
70
 majority of key
key leadership
leadershipfunctions
functions are
arefulfilled,
fulfilled, for
for better
betteror
or for
for worse,
worse,by
bythe
thetime
timeaa
52
team is
team is only a minutes old.”
few minutes
a few 0Id."52

Approaches to
Approaches to Team
Team Launch
Launch
There
There are many approaches
are many approaches to to leading
leadingaa team
t eamlaunch.
launch.At PepsiCo,
PepsiCo,team
teamlaunch
launchisis also
alsoaa
care fully choreographed
carefully choreographed processprocessthat
that includes:
includes: (1)
(1) identifying
identifying and
and highlighting
highlighting the the
co re capabilitie
core capabilitiess that
that each
each member
member will bring;
bring; (2)
(2) articulating
articulating the
the team
team purpose
purpose andand
inviting responses
responses from team members; (3)
team members; creating aa sense
(3) creating senseof shared
shared identity;
identity; (4)
(4)
id entifying the
identifying the resources
resources thet he team
teamwill need
needforfor success
successand
and the
the approach
approachto t o acquiring
acquiring
the m; and
them; and (5(5)) putting
putting the
the norms
norms andand expectations
expectations for members
members on on the
t he table
t able for
for the
the
53
tteam
eam ttoo revise
revise and
and ratify.
ratify. 53

At McKinsey
McKinsey & Co mpany, where
Company, where teams
teams areare frequently
frequently createdcreated andand disbanded,
disbanded,
tteam
eam launch
launch or “kickof
"kickoff"f ” traditionally consists
consists of three
three interdependent
interdependentdiscussions
discussions
about what success
about what looks like for each
success looks each key
key stakeholder-the
stakeholder—the client, client, individual
individual team
t eam
members,
members, and
and thethe team
team asas aa whole.
whole. As
As anan example,
example,the t he individual
individual success
success portion isis
portion
often
often called
called a “team learning"
a "team learning” session
sessionin which
which members
memberstake take turns
turns answering
answeringfive five
questions:
questions: (1) Where are
(1) Where you in your
are you your career?
career?(2)(2) What
What would
would you you like
like to
to get
get out
out of of
this experience?
experience? (3) (3) What types
typesof skills
skills would
would you
you like
like to
t o learn?
learn?(4) (4) How
How dodo you
you like
l ike to
to
work? and
work? and (5(5)) What
What o ther commitments
other commitments wouldwould you
you like
like the
t he team
t eam toto be
be aware
aware of and and
respect?
respect? Video 4 provides
provides an an example
example of of aa successful
successful team team launch
launch atat Apple,
Apple, in in
which the
which team transitioned
the team t ransitioned from
fro m an
an ice-breaking
ice-breaking conversation
conversationto to aa discussion
discussionof of
team
team norms
norms.. .

C V IDEO 4 Create
VIDEO
I!I"'~I!I
Create Norms
Norms to
to Unify
Unify Your
Your Team .

~ Sc
Scaan this QR code,
th is QR code, click
click the image,
image, or
or use
use this
this link
link to
to access
accessthe video:bit.l
the video: y/ h bsp 2uoABZb
bit.ly/hbsp2uoABZb
~

Regardless
Regardless of the the organization specific process,
organization or specific process,aa successful
successfullaunch
launch typically
t ypically
results
results in a shared
shared understanding
understanding of purpose,
purpose,aa shared
sharedknowledge
knowledgeof the the resources
resourceson on
the
the team,
team, shared
shared norms
norms for collaboration,
collaboration, a shared strategy
a shared strategy for
for performance,
performance,and and aa
shar ed perspective
shared perspective on how how leadership
leadership will work within the t he team.
team. All of these these
co ntribute ttoo a
contribute sharedmindset
a shared mindset within the
the team.
team.The
The launch
launchis is not
not the
the time
time to
to iron
iron out
out
e very detail
every detail,, but rather to create
rather to create sufficient
sufficient commonality,
commonality, agreement,
agreement, and and cohesion
cohesion
tthat
hat the
the members’ identities begin
members' individual identities t o become
begin to become integrated
integrated with the the social
social
ident ity of the
identity team. In the
the team. the presence
presenceof strong
strong social
social identity,
identity, individuals
individuals work harder
harder
o n collective
on collective goals,
goals, because how the
because how the team
team performs-both
performs—both what what itit achieves
achievesandand howhow
smoothly
smoothly it ge ts there-will
gets there—will playa
play a greater
greaterrole
role in
in how
how anan individual
individual member
member thinks
thinks
54
and
and feels
feels about herselfor himselC
about herself himself. 4

While there are many

there are many ways
waysto
to launch
launch aa team,
team,research
researchsuggests
suggestsone
onegeneralizable
generalizable
lesson: Te
lesson: ams often
Teams underinvest in launch
often underinvest launch and
and regret
regret it later.
later. There
There is
is aa shortsighted
shortsighted
tendency to rush
tendency the launch
rush the launchin order
order to "get
“get to
to work,"
work,” perhaps
perhapseven
evenwithout
wit hout knowing
knowing

8306 |I Core
8306 Core Reading
Reading:: LEADING
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71
what “done”
what "done" looks
looks like.
like. But a
att launch,
launch, the
the team
team isis putting the
the conditions
conditions in place
place for
success,
success, and
and it is
is hard to undo what is
undo what is or is
is not done launch. 55
done at launch. 55
Indeed,
Indeed, some
some teams
teams
that get
get into trouble later
later on feel
feel the
the need
need to relaunch
relaunch:: starting
starting over
over in order to undo
undo
difficulties stemming
stemming from a poor previous previous launch.
launch. W Whenhen done well, launch
done well, launch is a
chance
chance for the leader(s)
the leader(s) of t he team
the team to begin
begin shifting from the role
the role of architect
architect to
coach
coach (see
(see the
the sidebar
sidebar “Psychological
"Psychological Safety”
Safety" for more
more information)
information)..

Psychological
Psychological Safety
Safety

An
An important
important element
element of
of a successful
successful team
team launch
launch is beginning
beginning to
to build
build
psychological safety within
psychological safety within the
the team
team.. Psychological
Psychological safety
safety is the
the degree
degree to
to
which
which team
team members
members respect
respect and trust
trust one
one another
another enough
enough to
to freely
freely
express
express relevant
relevant thoughts
thoughts and
and feelings
feelings;; this
this includes
includes questions
questions,, ideas
ideas,,
concerns
concerns,, and
and especially
especially the
the capacity
capacity to
to talk
talk not
not only
only about
about successes
successes but
but
also
also about
about mistakes
mistakes and problems
problems..

Using
Using the
the same
same evidence - based methodology
evidence-based methodology that
that itit used
used in its
its Project
Project
a, 56
S6
Oxygen . to
Oxygen to determine
determine the
the eight
eight rules
rules of
of effective
effective managers
managers,, Google
Google
launched
launched Project
Project Aristotle
Aristotle to
to determine
determine what
what makes
makes successful
successful teams
teams..
Psychological
Psychological safe ty , the
safety, the company
company found
found,, was a key
key criteri on in making
criterion making
teams
teams work
work well
well..

Google’s
Google's conclusion
conclusion is consistent
consistent with
with research
research that
that has shown
shown that
that
psychological
psychological safety
safety promotes
promotes team
team learning
learning,, performance
performance,, and
innovation
innovation.. Interpersonal
Interpersonal fear
fear,, its
its opposite
opposite,, stifles
stifles ccommunication
ommunication and not
not
only
only weakens
weakens team
team performance
performance,, but
but can also have
have disastrous
disastrous
consequences
consequences.. The flight
flight engineer
engineer in the
the video
video clip
clip that
that began
began this
this rreading
eading
may
may not
not have
have communicated
communicated more
more assertively
assertively about
about the
the fuel
fuel running
running out
out
because
because he was afraid
afraid to
to be sseen
een as wrong
wrong,, incompetent
incompetent,, or
or disruptive
disruptive-—
the
the most
most common
common reasons
reasons people
people do
do not
not speak
speak up
up.. Leaders
Leaders can create
create the
the
condition
conditionss for
for psychological
psychological safety
safety by
by actively
actively inviting
inviting input
input,, especially
especially
from
from those
those who
who may
may be lower
lower in team
team or
or organizational
organizational status
status,, and
and by
by
acknowledging
acknowledging their
their own
own fallibilities
fallibilities..

Teams
Teams need
need psychological
psychological safety
safety to
to be able
able to
to fail productively
productively.. In a study
study
of
of how
how hospital
hospital teams
teams dose
dose medications
medications accurately
accurately,, Amy
Amy Edmondson
Edmondson
e xpected to
expected to find
find that
that the
the strongest
strongest teams
teams made
made the
the fewest
fewest errors
errors.. Instead
Instead,,
the
the data
data strongly
strongly suggested
suggested that
that the
the best - performing teams
best-performing teams made
made more
more

(continued)
(continued)

a
" For more
more information
information on Project
Project Oxygen,
Oxygen, refer
refer to “Google’s
"Google's Project
Project Oxygen:
Oxygen: Do Managers
Managers Matter?”
Matter?"
David
David Garvin,
Garvin, et.
et. al.
aL HPB
HPB no.
no. 313110- PDF- ENG.
31311O-PDF-ENG.

8306 |I Core
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 (continued)
(continued)

mistakes
mistakes.. Further
Further research
research then
then demonstrated
demonstrated a crucial
crucial distinction
distinction:: T he
The
strongest
strongest teams
teams did
did not
not necessarily
necessarily make
make more
more mistakes
mistakes,, but
but reported
reported
more
more mistakes
mistakes.. In other
other words
words,, they
they felt
felt safe enough
enough to
to report
report error
error
without
without fear
fear of
of punitive
punitive consequences
consequences,, discuss
discuss how
how errors
errors occurred
occurred,, and
57
go
go on to
to learn
learn and strategize
strategize prevention
prevention..

"Clicking"
“Cl at Launch:
icking” at Launch:
Collective
Collective Intelligence
Intelligence and
and Communication
Communication Patterns
Patterns
W ith in those
Within those first few
few minutes
minutes of coming
coming together
together,, some
some teams
teams just seem
seem to “click”
"click"- —
they
they have
have the
the “it”
"it" factor
factor that makes
makes them
them successful.
successful. ItIt feels
feels almost
almost like falling in lovelove
at first ssight
ight and
and is,
is, unfortunately,
unfortunately, probably
probably equally
equally rare.
rare. If
If one were to step
one were step back
back andand
observe
observe suchsuch a team,
team, would it be be possible
possible to deduce whatever “it”
deduce whatever "it" is —and then
is-and then
replicate
replicate it in other teams when one
teams when one designs
deSigns and
and launches
launches them?them? Some
Some of thethe team
team
chemistry
chemistry has has to dodo with team
team design,
deSign, but much is is decided
decided at team
team launch
launch as well.
as well.
Understanding
Understanding some some of the the factors
factors that affect
affect the
the click at at launch
launch can
can help
help to setset
constructive
constructive norms
norms and and a productive
productive team climate.58
team climate. 58

As
As mentioned
mentioned in the the discussion
discussion on social
social sensitivity
sensitivity in ssection
ection 2.4.1
2.4.1,, one
one of the
the key
key
determinants
determinants of a team’s
team's collective
collective intelligence,
intelligence, and
and therefore
therefore performance,
performance, is is equal
equal
distribution of conversational
conversational turn - taking.59
turn-taking. 59 Using
U sing advanced
advanced sensing
sensing technologies,
technologies, a
group
group of researchers
researchers at thethe MIT
MIT Media
Media LabLab built on these
these findings
findings to produce
produce whatwhat
they
they call the
the “"new
new science
science of teams,
teams,"” with clear
clear implications
implications for teamteam leaders.
leaders. They
They
concluded
concluded that team
team effectiveness
effectiveness really
really comes
comes do
downwn to communication
communication norms norms setset by
team
team leaders
leaders at launch:
launch: “The
"The best way to build a great
best way great team
team isis not to select
select individuals
individuals
for their smarts
smarts or accomplishments
accomplishments but to learnlearn how they
they communicate
communicate and and to shape
shape
and
and guide
gUide the
the team
team so so that it follows
follows successful
successful co patterns."” 60
mmunication patterns.
communication 60

Specifically,
Specifically, the
the researchers
researchers found that successful
successful teams
teams share
share five
five defining patterns
patterns of
communication:
communication:

1 Everyone
Everyone on the
the team
team talks
talks and
and listens
listens in roughly equal
equal measure,
measure, keeping
keeping
contributions short and
and sweet
sweet..

2 Members
Members face
face one
one another, and
another, and their conversations
conversations and
and gestures
gestures are
are energetic
energetic..

3 Members
Members connect
connect directly with one
one another—not just with the
another-not the team
team leader
leader..

4 Members
Members carry on back
carryon -channelor side
back-channel side conversations
conversations within the
the team
team..

5 Members
Members periodically
periodically break,
break, go
go exploring
exploring outside
outside the
the team,
team, and
and bring
back. 61
information back. 61

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 A key
key part of leading
leading a team
team launch,
launch, therefore,
therefore, is putting in place
place the
the norms
norms and
and
habits
habits necessary
necessary to capture
capture and
and sustain
sustain collective
collective intelligence.
intelligence. That becomes
becomes harder
harder in
the
the fast - paceddynamic
fast-paced dynamic environments
environments characteristic
characteristic of or ganizationsand
organizations and 4 -D teams
4-D teams
today —for some
today-for some teams,
teams, every
every day
day feels
feels like a relaunch.
relaunch. But that requires
requires more
more
diligence at launch,
diligence launch, not less, and continuous
less, and continuous monitoring as
as members cycle and out.
members cycle in and
The
The sidebar
sidebar “"It's
It’s Not Just
Just About the
the Stars
Stars"” shows
shows an
an example
example of th is at
this at the
the 2014
2014 Sochi
Sochi
Olympics.
Olympics.

It’s
It's Not
Not Just
Just About
About the
the Stars
Stars

Teaming
Teaming relies
relies less on the
the individual
individual performance
performance of
of stars
stars and more
more on the
the
collective
collective intelligence
intelligence of
of the
the team
team.. That
That point
point was driven
driven home
home at the
the 2014
2014
Winter
Winter Olympics
Olympics in Sochi
Sochi,, when
when the
the men’s
men's h ockey team
hockey team from
from Finland
Finland
defeated
defeated Russia 3 - 1 despite
3-1 despite an array
array of
of international
international stars
stars on the
the Russian
team
team and
and few
few on the
the Finnish
Finnish team
team (see
(see Exhibit
Exhibit 7 ) . Anton
7). Anton Belov
Belov,, the
the young
young
Russian defenseman
defenseman,, said about
about the
the Finnish
Finnish players
players,, “It
"It was a team
team playing
playing
against
against ((individuals)."
individuals) .” A journalist
journalist commented
commented,, “The
"The Russians
Russians were
were like
like a
mosaic
mosaic in which
which all the
the beautiful
beautiful individual
individual pieces
pieces,, when
when put
put together
together,,
62
clash
clash instead
instead of
of connect .” Olli
connect.,,62 Olli Jokinen
Jokinen,, the
the Finnish
Finnish forward
forward,, described
described a
set
set of
of norms
norms established
established at
at launch
launch:: “We
"We don’
don'tt have
have a lot
lot of
of stars
stars.. Whoever
Whoever
plays
plays for
for this
this team
team does
does the
the same
same thing
thing,, shift - to - shift . We
shift-to-shift. We believe
believe in our
our
63
system.,,63
system Their “system”
.” Their "system" enabled
enabled the
the Finns
Finns to to pull
pull off
off a winning
winning game
game
plan
plan.. Too
Too often
often the
the Russians tried
tried,, unsuccessfully
unsuccessfully,, to
to pin
pin success
success on a lone
lone
64
64
sta r.
star.

EXHIBIT
EXHIBIT 7
Finland / Russia Hockey
Finland/Russia Hockey Game
Game in the
the 2014
2014 Winter
Winter Olympics
Olympics

Finland
Finland scores
scores one
one of
of their
their three
three goals
goals as they
they knock
knock out
out hosts
hosts Russia
Russia from
from the
the Winter
Winter Olympics
Olympics ice
ice hockey
hockey
65
competition
competition.. Source
Source:: EPA
EPA/ / Anatoly
Anatoly Maltsev
Maltsev

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2.4.3
2.4.3 Team
Team Process
Process Management
Management
What happens
happens once
once teams
teams really
really get
get started?
started? Despite great variation
Despite great variation in trajectories,
trajectories,all
teams
teams share
share some
some features
features and
and tendencies.
tendencies. One
One common
common themetheme is that a team’s
team's
dynamics
dynamics coalesce
coalesce quickly and
and change
change infrequently.
infrequently. Nonetheless,
Nonetheless, real -time coaching
real-time coaching
by leade rs can
leaders can be
be an
an important source
source of team
team effectiveness —once a team
effectiveness-once team has
has
launched,
launched, process
process management
management represents
represents most
most of the
the impact a leader
leader can
can have.
have.
Leaders wishing to increase
Leaders wishing increase team
team effectiveness
effectiveness through real -time coaching
real-time coaching have
have three
three
tools
tools at their disposal:
disposal: manage
manage awareness,
awareness, monitor/adjust balance,
balance, and
and directly
intervene.
intervene.

Managing Awareness
Managing Awareness of
of Team
Team Process
Process and
and Progress
Progress
One
One simple
simple action
action that leaders
leaders can
can use
use to minimize process
process losses is to be
losses is be aware
aware of
typical patterns
patterns of team
team behavior.
behavior. One well- known— if contested
One well-known-if — model, for
contested-model,
example,
example, posits
posits that most
most teams
teams progress
progress through stages
stages of development:
development: forming
forming,,
66
storming
storming,, norming
norming,, performing.
performing.66 A number
number of subsequent
subsequent models
models have
have kept
kept the
the
same
same general
general pa ttern with different language:
pattern language: T eams often
Teams often progress
progress through somesome
cycle
cycle of inclusion,
inclusion, control, affection,
affection, and
and growth processes.
processes. Keep
Keep in mind that these
these
patterns
patterns are
are not written in stone;
stone; indeed,
indeed, most
most staged
staged models
models of team
team behavior
behavior have
have
thin evidence
evidence at best
best to support
support them,
them, mostly because
because there
there is
is so
so much variation in
much variation
how teams
teams actually
actually work.

In addition to these
these stages,
stages, researchers
researchers have
have also
also explored
explored commonalities
commonalities of teams
teams
at certain
certain times
times in team 67
67
team life. For example,
example, teams
teams with a concrete
concrete deadline will often
deadline will often
shift gears
gears or experience
experience a “punctuated
"punctuated equilibrium”
equilibrium" at the
the midpoint, when
when half of the
the
allotted
allotted time is gone,
gone, because
because thetheyy feel
feel increased
increased pressure
pressure to meet
meet the
the final deadline
deadline
and
and therefore
therefore experience
experience a natural
natural inclination to shift from strategy
strategy to execution —to
execution-to
68
stop
stop thinking andand start
start doing.
doing.68 Even
Even then,
then, variation is
is common.
common. For example, when
example, when
deadlines
deadlines change,
change, so so does
does the
the team’s
team's experience
experience of the
the midpoint, and and research
research has
has
shown
shown that teams
teams paypay attention
attention ttoo time not just at the the midpoint but at a steadily
steadily
increasing
increasing rate
rate as
as deadlines
deadlines nearnear..69
69 Variation cancan also
also result
result from unexpected
unexpected
interruptions to team
team activity (a rescheduled
rescheduled meeting,
meeting, the
the project
project put on hold,
hold, etc.),
etc.),
which research
research has
has shown
shown cancan trigger imme diate and
immediate and lasting
lasting behavioral
behavioral change
changess in
the
the team.
team. 7
700

Despite wide differences

Despite wide differences across
across teams,
teams, and
and regardless
regardless of the
the stages
stages or timeline a
team
team experiences,
experiences, creating
creating a shared
shared awareness
awareness of the
the team’s
team's progression,
progression, and
and how
collaboration
collaboration routines
routines evolve
evolve accordingly
accordingly,, may
may help
help increase
increase the
the likelihood of team
team
effectiveness,
effectiveness, process
process gains,
gains, and
and great
great team
team performance.
performance.

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Monitoring and
Monitoring and Adjusting
Adjusting Balance
Balance
Leaders
Leaders can
can also
also help
help teams
teams maintain a proper balance
balance between
between several
several key
key dimen
dimen--
sions
sions of team
team behavior.
behavior.

Balance
Balance Process
Process and Outcome
and Outcome
Should
Should the
the team —and its leaders
team-and —focus more
leaders-focus more on the
the process
process through which work is
being
being accomplished
accomplished (the means)means) or the
the early
early outcomes
outcomes of thethe work (the ends)?Each
(the ends)? Each
focus
focus has
has its strengths
strengths and weaknesses.
and weaknesses. On the
the one
one hand, outcome-focused teaming is
hand, outcome - focused teaming is
more
more adaptive
adaptive to complex,
complex, changing
changing environments
environments and
and work that requires
requires innovative
innovative
approaches
approaches because
because it lacks
lacks the
the constraints
constraints of adhering
adhering to an an established,
established, more
more
71
7l
prescribed
prescribed process.
process. On the hand, process-focused
the other hand, process teaming may
-focusedteaming may be be better
better suited
suited
to more
more defined
defined tasks, where following an
tasks, where an established
established or improved
improved process
process will
predictably
predictably result
result in high performance
performance and
and add
add stability should
should team
team membership
membership be be
fluid. The
The proper balance
balance between
between process
process and
and outcome will ultimately be
outcome will be case
case--
specific,
specific, but an
an awarene
awareness ssof that balance
balance may
may keep
keep a team
team from overemphasizing
overemphaSiZing one one
focus
focus over
over the
the other.
other.

Discipline
Discipline during meetings
meetings is is an
an area where process
area where -focused leadership
process-focused leadership can
can be be
particularly effective.
effective. It
It is
is hard to feel
feel like a high -performing team
high-performing when meetings
team when meetings are are
unprodu ctive or inefficient.
unproductive inefficient. In one
one example
example of good
good meeting
meeting discipline,
discipline, the
the Boston
Boston
Consulting
Consulting Group encourages
encourages its teams
teams to begin
begin meetings
meetings by agreeing
agreeing on explicit
targeted
targeted outcomes;
outcomes; asking
asking that members
members be be physically
physically and
and mentally
mentally present
present (e.g.,
(e.g., no
smartphones);
smartphones); enforcing
enforcing strict time management;
management; making
making sure
sure the
the right people
people areare
invited; and
and conducting
conducting a short “check
"check out”
out" at the
the end
end to reflect
reflect on whether
whether the
the team
team
met the
the targeted
targeted outcomes
outcomes as as well as
as discuss ing what
discussing what behaviors
behaviors the
the team
team should
should try to
keep,
keep, stop,
stop, or st art going
start going forward.
forward.

Balance
Balance Internal
Internal Dynamics
Dynamics and
and External Context
In the
the past,
past, teams
teams that focused dynamics-put
focused on internal dynamics —put their collective
collective heads
heads down
down
and
and focused
focused on their teamwork —were expected
teamwork-were expected to perform best.
best. It wasthese
It was these inwardly
focused
focused teams
teams that would
would build the
the most
most camaraderie,
camaraderie, trust,
trust, and well-functioning
and well-functioning
interaction.
interaction. Recently,
Recently, however,
however, our image
image of high-performing teams
high-performing teams has
has come
come to look
more
more like a hive
hive than
than a bunker —incorporating an
bunker-incorporating an increasingly external
increasingly prominent external
component
component to adapt
adapt to rapidly cha nging environments.
changing environments.

For example,
example, as
as shown
shown in Exhibit 8, X-teams
Exhibit 8, X-teamsalternate
alternate their focus
focus between
between internal
72
and
and external
external activity iin
n a regular
regular cadence.
cadence.72 First,
First, members
members go go outside
outside the
the team
team
boundaries
boundaries to develop
develop effective
effective goals,
goals, plans,
plans, designs,
deSigns, and
and knowledge —learning from
knowledge-learning
customers,
customers, markets,
markets, competitors,
competitors, and
and other teams
teams in a period of broad
broad exploration.
exploration.
X -teamsand
X-teams and their leaders
leaders appreciate
appreciate that essential
essential resources
resources and
and knowledge
knowledge are
are rarely
rarely
located
located solely within the
solely within the team,
team, but rather
rather are
are distributed well beyond
beyond it, rrequiring
equiring
them
them to cross
cross the
the team
team boundary
boundary on a regular
regular basis.
basis. Members
Members shift their attention
attention

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back
back within the
the team
team for a period of extreme
extreme execution
execution and
and exploitation
exploitation of knowledge
knowledge
collected
collected from the
the outside,
outside, combined
combined with the the resources
resources contained
contained within the the team.
team.
Finally,
Finally, the
the team
team members
members again
again shift their focus
focus to external
external parties,
parties, this time,
time, sharing
sharing
73
their products
products or discoveries
discoveries with others
others in a period of exportation.
exportation?3

Any team
team cancan be
be an
an X -team, and
X-team, and in fact
fact many
many successful
successful ones
ones are.
are. The
The work on X X--
teams
teams remind
remindss us us that a leader’s
leader's job is
is not just to handle
handle internal dynamics
dynamics but also
also to
manage
manage thethe team’s
team's external
external connections
connections and
and needs —a dual focus
needs-a focus that outstanding
outstanding
teams
teams consistently maintain.. 74
consistently maintain 74
Particularly when the
Particularly when the context
context for teaming
teaming is is
characterized
characterized by fluidity
fluidity and
and environmental
environmental volatility, recent
recent research
research has
has found an an
inverted
inverted U --shaped
shapedrelationship
relationship in which a moderate
moderate amount of external
external activity is
is
likely to result
result in better
better performance
performance than very high or very
than very very low levels
levels of external
external
75
activity.
activity?5 To thrive in such
such dynamic
dynamic environments,
environments, leaders
leaders of teams
teams need
need one
one eye
eye
focused
focused on external
external dynamics
dynamics and
and the
the other on internal dynamics,
dynamics, much as as the
the Agile
76
76
Manifesto
Manifest0 counsels
counsels software
software development
development teams
teams to do.
do.

EXHIBIT 8 X
EXHIBIT - Team Model
X-Team Model

INTERNAL FOCUS

• Develop goals, plans,

designs, knowledge • Execute plan • Share products and
discoveries with others
• Consult customers, • Exploit knowledge
markets, competitors,
and other teams • Share resources EXTERNAL FOCUS
among team

EXTERNAL FOCUS

Source:: Reprinted
Source Reprinted from
from XX-- Teams
Teams:: How to Build
How to Teams That
Build Teams That Lead, Innovate,, and
Lead , Innovate and Succeed
Succeed by
by Deborah
Deborah Ancona
Ancona and
and
Henrik Bresman
Henrik Bresman.. Harvard
Harvard Business
Business Review
Review Press
Press,, Boston
Boston,, MA
MA:: 2007.
2007. Copyright
Copyright © 2007
2007 by
by the
the Harvard
Harvard Business
Business
Publishing
Publishing Corporation
Corporation:; all rights
rights reserved
reserved..

Balance
Balance Exploration and Execution
Execution
Team
Team dynamics
dynamics can
can also
also be
be affected
affected by the
the degree
degree and
and type
type of pressure
pressure that team
team
members
members experience.
experience. Performance
Performance pressure
pressure common
common in high -risk or make
high-risk - or-break
make-or-break
projects
projects may
may encourage
encourage thethe team
team to adopt
adopt a narrow,
narrow, execution -minded orientation
execution-minded
rather
rather than
than an
an exp loration or learning
exploration learning one,
one, undermining its ability to integrate
integrate novel
novel
domain
domain --specific
specificknowledge.
knowledge. TheThe result
result can
can be
be an
an unfortunate
unfortunate overreliance
overreliance on general
general
expertise
expertise and
and existing
existing routines,
routines, reducing
reducing team
team performance.
performance. In other words,
words, as as
pressure
pressure mounts,
mounts, teams
teams o ften revert
often revert to what
what they
they perceive
perceive as
as tried -and-true methods
tried-and-true methods,,
77
77
even
even though
though those
those methods
methods maymay lead
lead to suboptimal
suboptimal performance.
performance. While it is is
difficult
difficult to alleviate
alleviate performance
performance pressure
pressure in these
these contexts,
contexts, a leader
leader can
can help
help by

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encouraging
encouraging the
the individual members
members ttoo achieve
achieve and value small,
and value small, daily steps
steps in
learning progress. 78
-basedprogress.
learning-based 78

Intervening
How dodo leaders
leaders most
most effectively
effectively intervene
intervene to improve teaming?
teaming? Research
Research suggests
suggests
three
three predictors
predictors of effectiveness:
effectiveness:

Type:: Interventions
1 Type Interventions that are
are motivational ((and
and increase
increase effort consultative ((and
), consultative
effort), and
increase
increase the
the fit between
between the
the team’s
team's strategy
strategy and
and its tasks educational ((and
), or educational
tasks), and
increase
increase the
the knowledge
knowledge andand skills
skills required
required for the
the tasks
tasks)) are
are more
more effective
effective than
than
other forms
forms of intervention,
intervention, including those
those that foc us on evaluation
focus evaluation or
members’
members' interpersonal
interpersonal relationships
relationships..

Timing:: Teams
2 Timing Teams are
are most
most predictably
predictably open
open to interventions
interventions at three
three distinct
times:
times: (a)
(a) at launch, when a group
launch, when group isis engaging
engaging with its tasktask (as
(as described
described above);
above);
(b
(b)) at the
the midpoint, whenwhen half of thethe al lotted time has
allotted has passed
passed and/or half of the the
work has
has been
been done
done and
and the
the team
team feels
feels the
the need
need to accelerate
accelerate execution
execution to finish
79
the
the work on time;
time;79 and
and (c)
(c) at the
the end, when the
end, when the work is is finished
finished and
and new
new
strategies
strategies related
related to team
team closure
closure or reinvention
reinvention arise. 8o
80
arise. Th esethree
These three natural
punctuations
punctuations in a team’s
team's existence —short bursts
existence-short bursts of change —are moments
change-are when
moments when
81
readiness
readiness for leadership
leadership intervention is high. high.8! Even
Even teams
teams that operate
operate
continuously —without any
continuously-without any official beginnings,
beginnings, midpoints,
midpoints, or endings —usually
endings-usually
experience
experience momemomentsnts of readiness
readiness because
because thethe teams
teams (or their leaders)
leaders) create
create
them, whether consciously
them, whether consciously or unconsciously,
unconsciously, by calling
calling out milestones
milestones or
setting
setting deadlines.
deadlines. Teams
82
82 Teams with multiple tasks tasks may
may have
have multiple beginnings,
beginnings,
midpoints,
midpoints, and and endings,
endings, andand therefore
therefore multiple times when they
times when they are
are open
open to
effective
effective interventions.
interventions. 83
83

Matching ttype
3 Matching and ttiming:
ypeand iming: For interventions
interventions to be
be effective,
effective, the
the right type
type needs
needs
to occur
occur at the
the right time.
time. While contingent
contingent on context,
context, experts
experts on team
team
dynamics
dynamics observe
observe that teams
teams benefit
benefit most
most from motivational interventions
interventions at
launch,
launch, consultative
consultative interventions
interventions at the
the midpoint, and
and educational
educational
interventions
interventions at the
the end.
end. 84
84

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 2.5 What
What About
About Team
Team Culture?
Culture?

Some
Some may
may find it surprising
surprising that this rreading
eading has waited until
has waited until the very end
the very end to discuss
discuss
team
team culture
culture.. After all,
all, one
one so
so often
often hears
hears that teams
teams fail because
because “the
"the team
team culture
wasn’t strong
wasn't strong enough”
enough" or “we
"we needed
needed to be be more
more of a team
team to succeed.”
succeed."

Nonetheless,
Nonetheless, team
team culture
culture is better
better thought of as
as an
an outcome
outcome than
than asas an
an input (see
(see
Exhibit 9 ). Edgar
9). Edgar Sch ein defined
Schein defined culture asas “a
"a pattern
pattern of shared
shared basic
basic assumptions
assumptions
learned
learned by a group
group as as it solved
solved its problems
problems of external
external adaptation
adaptation and and internal
integration,
integration, which has worked well enough
has worked enough to be
be considered
considered valid and,and, therefore,
therefore, to
be
be taught
taught to new
new members
members as as tthe
he correct way to perceive,
correct way perceive, think, and
and feel
feel in relation
relation to
85 86
those
those problems.”
problems."85 Team
Team culture,
culture, therefore,
therefore, is
is an
an “emergent
"emergent state”
state"86-—a result
result of all of
the
the team’s
team's cumulative
cumulative efforts
efforts (e.g.,
(e.g., to communicate,
communicate, share
share resources,
resources, manage
manage process,
process,
nurture shared
shared commitment and and shared
shared mindset,
mindset, increase
increase psychological
psychological safety,
safety,
produce
produce output, etc.)etc.) over
over time.
time. Put simply,
simply, culture emerges
emerges from the the team’s
team's
operating
operating system.
system.

Team
Team design,
design, launch,
launch, and
and process
process management
management are are the
the levers
levers that leaders
leaders can
can pull
to improve thethe team’s
team's opera ting system
operating system and
and set
set the
the conditions
conditions for great
great team
team
performance.
performance. Culture then then serves
serves two functions:
functions: IItt acts
acts like glue
glue to keep
keep the
the pieces
pieces in
place,
place, and
and it serves
serves asas an
an amplifier for how the the team
team hashas performed
performed so far. In that
so far.
sense,
sense, the
the culture that emerges
emerges fr om design
from design and
and thethe team’s
team's experience
experience with launch
launch
and
and process
process management
management can can be
be either
either a great
great asset,
asset, accelerating
accelerating the
the team’s
team's trajectory
trajectory
of effectiveness
effectiveness over
over time,
time, or a great
great liability, locking in a trajectory
trajectory of deteriorating
deteriorating
performance.
performance. Leaders
Leaders who who are
are d eliberate about
deliberate about team
team design,
design, launch,
launch, and
and process
process
management
management alsoalso set
set the
the stage
stage for the
the emergence
emergence of a compelling
compelling team culture.
team culture.

2.6 Conclusion
Conclusion::
The Growing
The Growing Importance
Importance ofof Leadership
Leadership and
and Teaming
Teaming

Knowledge workers, sometimes

Knowledge workers, sometimes called
called interaction
interaction workers
workers-—“emplo yeeswhose
"employees whosework
requires
requires complex
complex interactions
interactions with other people
people andand independent
independent judgment”
judgment" — are the
-are the
fastest-growing category
fastest-growing category of employees
employees in advanced
advanced economies 87
87
economies.. TheyThey include
include
professionals
professionals such
such as
as lawyers,
lawyers, engineers,
engineers, managers,
managers, salespeople,
salespeople, and
and a range
range of oth er
other
kno wledgeworkers,
knowledge workers, all of whom interact
interact almost
almost constantly
constantly in teams.
teams. AsAs noted
noted at
at the
the
beginning
beginning of this reading,
reading, iin
n today’s
today's interconnected,
interconnected, multifunctional, multigeography
multigeography
world, teams
teams are
are increasingy viewed as
increasingy viewed as the
the fundamental
fundamental building block of
organizational
organizational design
design and
and execution.
execution. If
If that is
is true,
true, teaming
teaming isis likely to become
become only
more
more important in the
the next
next decade.
decade.

8306 |I Core
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Reading:: LEADING
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79
 Even
Even as as teaming
teaming grows
grows in importance,
importance, from global global project
project teams
teams to top
management
management teams, teams, su ccessfulteamwork
successful teamwork is not easy easy and
and may
may sometimes
sometimes feelfeel more
more
like the
the exception
exception thanthan the
the rule.
rule. It
It becomes
becomes even
even more
more challenging
challenging asas the
the world, and
and
consequently
consequently organizations
organizations andand teams,
teams, become
become moremore diverse,
diverse, dispersed,
dispersed, digital,
digital, and
and
dynamic. 88
dynamic. 88 Indeed,
Indeed, research
research has
has found that the the more
more 4 - D teams
4-D teams become,
become, thethe more
more
89
important it is is to get
get team
team design,
design, launch,
launch, and
and process
process management
management right.
right.89 Exhibit
Exhibit 9
provides
provides anan overview
overview graphic
graphic that summarizes
summarizes these
these three
three key
key leadership
leadership levers
levers and
and
their relationship
relationship with team team culture
culture and
and team
team effectiveness.
effectiveness. In highlighting thesethese
levers,
levers, this reading
reading is intended
is intended to help those who lead teams avoid
help those who lead teams avoid common common pitfalls
that plague
plague team
team performance,
performance, and and instead
instead establish
establish the
the conditions
conditions that cancan help
help
teaming
teaming unfold to produce
produce excellent
excellent results.
results.

IBIT 9 Leading
EXHIBIT
EXH Leading Teams
Teams:: Leader
Leader as Architect
Architect and Coach
Coach

Leader as Arc hitect Leade r as Coach

D fJ lEI
Team -+ Team Team Process
Management
Design Launch
WHY Compelling Team Purpose Breathe life into the t eam's shell, Manage Awareness (both se lf- Outcomes
creating a team out of individuals, awareness and team awareness) of
(lear, Cha llenging, Consequential
by adopting a shared: common trends (biases) in teams,
TEAM CULTURE
calling them out as they emerge.
WHO Team Composition • Understanding of purpose
Size: Keeping team size minimal is • Phases of development (e,g" forming,
• Knowledge of availabl~ resources for A pattern of shared, basic
bes t, subject 10 the need for the learn's storming, norming, performing,
the team assumptions learned by a group
resources to be matched to the challenge adjourning) and time-based behaviors
as it solves its prob lems of
• Norms for collaboration (e.g., behavioral changes triggered by
ext ernal adaptation and interna l
the mid-point in the team's life or by
Member Selection: • Strategy for performance integration-a product of joint
approaching deadlines)
• Diversity: Set enabling norms, celebrate learning.
• Mind-set
informational diversity, be aware of
• Emergence of process losses (Exhibit 1)
faultlines

• Socia/sensitivity: Abililyto "read" others Set a common definition of success:

• Familiarity: Well-performing teams gel
even better over lime, as do selected
members who work together again
W HAT Team Structure and Role Design
Role Distribution: Dynamic role allocation
(including a transactive memory system)
enabled by common understanding of team
tasks and member capabilities/knowledge
Content of Roles: Roles need skill variety,
task identity, task significance, autonomy,
and job-based feedback
Role Representation: Be clear about whether
each person is repr esenting self, unit, or
entire organization
• For t hecl ienVcustomer Monitor and Adjust Balance, despite
tendencies to lose it, between:
• For the team as a whole
• For the ind ividualsontheteam PROCESS ----? OUTCOME
TEAM EFFECTIVENESS
EXTERNAL
CONTENT
Launch w ith norms that foster EXPLORATION ----? EXECU TI ON
1 . The team performs
p sychological sa f ety and hea lthy
communication patterns that enable
2 . The team itself adapts and
collective intelligence lea rns through effective
Intervene (nudges) to improve
teamwork
1. Everyone on the team talks and listens teaming real-time coaching, ideally
in ro ughly equal measure, keeping with motivational, consultative, and 3. Individual team members are
contributions short and sweet; educational interventions that are satisfied and learn
timed when the team is like ly to
2. Members face one another, and
benefit most from them.
their conversations and gestures are
energetic;

W HEN Timeline
3. Members connect directly with one
Some teams are mandated for very speCific another-not just with the team leader;
periods 01 time (especial ly when an
external deadlineexists),whileothers may 4. Members carryon ba:k-channel or side
anticipate an ambiguous or even unlimited conversations within the team; and
lifespan. But being explicit is important
5. Members periodically break, go
exploring outside the team, and bring
HOW
information back.
Align ed Team Rewards and Resources
Team-based rewards encourage internal
alignment; external alignment (supportive
context) provides access to external
resources (e,g., knowledge, capital, etc.)

Reconfigure Relaunch Iterate

Source:: Adapted
Source Adapted from
from Harvard
Harvard Business
Business S
School, "Leadership and
chool , “Leadership and Teaming
Teaming:' No.. 414
,” HBS No 414-033, by Ethan
- 033, by Ethan Bernstein
Bernstein..
Copyright
Copyright © 2013
2013 by
by the
the President
President and
and Fellows
Fellows of
of Harvard
Harvard College
College;; all rights
rights reserved
reserved..

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3 SU PPL EM EN TAL R
SUPPLEMENTAL EADI N G
READING

3.1
3.1 The
The Next
Next Generation
Generation::
Self - Organizing Teams
Self-Organizing Teams and
and Organizations
Organizations

This supplemental
This supplemental reading
reading is based
based onon the
the E
E.. Bernstein
Bernstein etet al
aI., "Beyond the
., “Beyond the Holocracy
Holocracy Hype
Hype,"
, ” Harvard Business
Harvard Business
Review
Review 94:7 –8 ((July-August
94:7-8 July –August 2016 ) : 38
2016): –49, https
38-49, :// hbr . org /2016/07/ beyond - the - holacracy - hype .
https:!/hbr.org/2016/07/beyond-the-holacracy-hype.

This reading
reading on leading
leading teams
teams began
began with the
the premise
premise that teams
teams have
have become
become
ubiquitous
ubiquitous in organizations,
organizations, with work largely
largely done
done in teams.
teams. If
If teams
teams are
are how
organizations
organizations get
get work done,
done, then —one might ask
then-one ask:: For what
For what purpose
purpose do we we still have
have
traditional organizational
organizational structures
structures (bureaucracy,
(bureaucracy, hierarchy,
hierarchy, etc.),
etc.), especially
especially given
given
how many
many members
members of teams
teams find that the “matrix”
the "matrix" of formal and
and informal power
power
structures
structures that surround the
the team
team undermines
undermines team
team efforts
efforts to actually
actually get
get work done?
done?

Before we answer
Before we answer that question,
question, we we must answer
answer a more
more fundamental
fundamental one: what do
one: what do
we mean
we organizational structure
mean by organizational structure?? Broadly,
Broadly, it is
is the
the pattern
pattern of organizational
organizational roles,
roles,
relationships,
relationships, and
and procedures
procedures that enables
enables coordination
coordination of th thee capabilities,
capabilities, activities,
activities,
90
goals,
goals, and
and boundaries
boundaries of an an organization’s
organization's members.
members.90 IInn a nutshell,
nutshell, organizational
organizational
structure
structure serves
serves a coordination
coordination function similar to that of team team structure
structure but at anan
organization - wide level.
organization-wide level. That is is why you may may hear
hear team
team struc tures referred
structures referred to asas
being
being “nested”
"nested" inside
inside organizational
organizational structures,
structures, much
much like a room is nested
nested within the
the
overall
overall architecture
architecture of a house.
house. In thethe best
best organizations,
organizations, the
the coordination provided
provided
by the
the organization’s
organization's superstructure
superstructure helps
helps set
set the
the conditions
conditions for success
success of the
the team
team
structures
structures within itit.. But like teams,
teams, organizations
organizations are
are complicated,
complicated, and and leaders
leaders can
can
find it extremely
extremely difficult
difficult to align
align the
the organization’s
organization's structure
structure andand team
team structures
structures soso
that the
the first doesn’t
doesn't frustrate
frustrate the
the second
second with red tape,
tape, politics,
politics, and
and overhead.
overhead.

What if, instead,

instead, there were no organizational
there were organizational structure?
structure? Put differently, what ifif
differently, what
teams were
teams were the
the organizational
organizational structure?
structure? That is is the
the essence
essence of what
what Zappos
Zappos CEO
CEO
Tony Hsieh
Hsieh set
set out to create when he
create when he announced
announced in 20142014 that the
the onli ne shoe
online shoe retailer
retailer
best
best known for “delivering
"delivering happiness”
happiness" waswas going
going to become holacracy-a
become a holacracy —a new
new
organizational
organizational form in which work is performed
performed almost
almost entirely by self - organizing
self-organizing
teams.
teams. In making this shift,shift, Zappos
Zappos joined a small small but growing
growing number
number of
companie s—others include
companies-others include Morning StarStar,, a tomato
tomato product processor;
processor; Valve,
Valve, a video
video
game
game developer;
developer; and
and W.L. Gore,
Gore, a highly diversified
diversified manufacturer
manufacturer-in —in which selfself--
organizing
organizing teams
teams are
are explicitly the
the basic
basic organizational
organizational unit
unit..

Most observers
observers writing about
about these
these self -organizing team
self-organizing -basedorganizations
team-based organizations,, also
also
known asas self-managing organizations,
self-managing organizations, take
take anan extreme
extreme position,
position, either
either celebrating
celebrating
the
the “bossless”
"bossless" and
and “flat”
"flat" environments
environments for fostering
fostering flexibility and
and engagement,
engagement, or
denouncing
denouncing them
them as naïve social experimen
as naIve social experiments ts that ignore
ignore how things
things really
really get
get done.
done.
To gain
gain a more
more balanced
balanced perspective,
perspective, let’s
let's look beyond
beyond the
the buzzwords
buzzwords that describe
describe

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these
these structures —post-bureaucratic, poststructuralist,
structures-post-bureaucratic, poststructuralist, organic,
organic, and
and soso forth —and
forth-and
examine
examine,, in this supplemental
supplemental reading,
reading, why these
these forms
forms have
have emerged
emerged and
and how they
they
operate
operate,, with an
an eye
eye toward
toward understanding
understanding more
more broadly
broadly the
the relationship
relationship between
between
teams
teams and
and organizational
organizational structure.
structure. This supplemental
supplemental reading
reading also
also discuss es
discusses
circumstances
circumstances in which it makes
makes sense
sense to adopt
adopt these
these newer
newer organiza tional forms
organizational forms,,
and when it makes
and when makes sense
sense to situate
situate team - based work in more
team-based more traditional
organizational
organizational models.
models.

3.1.1
3.1.1 What’s
What's tthe
he Draw?
Draw?
Holacracy
Holacracy andand other forms
forms of self -managed organizations
self-managed organizations have have received
received a lot of
attention
attention as
as the
the next
next big thing, but these
these a re in fact
are j ust the
fact just the latest
latest step
step in a longer -term
longer-term
historical development
development toward
toward self - organization. Over
self-organization. Over 65 years ago,
65 years ago, social
social scientist
scientist
Eric Trist discovered
discovered the
the power
power of self -managing teams
self-managing teams in the the Haighmoor
Haighmoor coal coal mine
mine
in South
South Yorkshire,
Yorkshire, England.
England. Back
Back then,
then, “longwall”
"longwall" mining was wasthe
the unquestioned
unquestioned bestbest
practice:
practice: each
each team
team performed
performed a single
single task,
task, and
and tasks were done
tasks were done sequentially
sequentially-a —a
model
model that fusedfused Frederick
Frederick Taylor’s
Taylor's scientific
scientific management
management and and Henry Ford’s
Ford's
assembly
assembly lines.
lines. One
One team
team hadhad to finish its shift beforebefore tthe he next
next could start.
start. But a
group
group of the
the Haighmoor miners miners hadhad begun
begun spontaneously
spontaneously working in m ultiskilled
multiskilled
autonomous
autonomous groups,
groups, interchanging
interchanging roles roles and
and shifts
shifts with minimal supervision
supervision- —
characteristics
characteristics of “shortwall”
"shortwall" mining practices
practices that had had become
become “outdated”
"outdated" d ue to
due
technological
technological advances
advances in thethe first half of thethe 1900s
1900s (and were now possible
(and were possible again
again in
the
the South
South Yorkshire
Yorkshire minminee due
due to improved
improved roof contro control).l) . As
As a result
result of organizing
organizing
their work this way,
way, productivity soared
soared.. Trist, who
who waswasa researcher
researcher at the
the Tavistock
Tavistock
Institute at the
the time but later
later became
became a professor
professor at thethe Wharton SchoolSchool of Business,
Business,
summarized
summarized the the transformation
transformation this way: way:

Cooperation between
Cooperation between task
task groups
groupswas was everywhere
everywhere in evidence;
evidence; personal
personal
commitment was
commitment was obvious,
obvious, absenteeism
absenteeism low,low, accidents
accidents infrequent,
infrequent,
productivity high.
productivity high. The
The contrast
contrast was
was large
large between
between the
the atmosphere
atmosphere and
arrangements on
arrangements on these
these [mine] faces those in the
facesand those the conventional
conventional
areas of the
areas the pit, where
where the
the negative
negative features characteristic of the
featurescharacteristic the
were glaringly
industry were apparent. The
glaringly apparent. The men
men told usus that in order
order to
adapt
adapt with the
the best
best advantage
advantage to the the technical
technical conditions
conditions in the
the new
new
seam,
seam, they
they had
had evolved
evolved a form
form of work organization
organization based
based on practices
on practices
common
common in unmechanized
unmechanized days days when
when small groups,who
small groups, who took
took
responsibility for the
responsibility the entire
entire cycle
cycle,, had
had worked
worked autonomously.
autonomously. These
These
practiceshad
practices had disappeared
disappeared as as the pits became
the pits progressively
became progressively more
more
mechanized
mechanized in relation
relation to the
the introduction
introduction of “longwall”
"longwall" working.
working. This
This
had
had enlarged
enlarged the
the scale
scale of operations
operations andand led
led to aggregates
aggregates of men
men of
considerable
considerable size
size h aving their jobs
having jobsbroken
broken down
down into one -man-one-
one-man-one-
task
task roles,
roles, while
while coordination
coordination and and control
control had
had been
been externalized
externalized in

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 supervision,
supervision, which
which had
had become
become coercive.
coercive. Now
Now they
they had found a way
had found way at
a higher
higher level
level of mechanization
mechanization of recovering
recovering the groupcohesion
the group cohesion and
and
self-regulationthey
self-regulation they had
had lost
lost and of advancing
advancing their power
powerto
participatein decisions
participate decisions concerning
concerning their work arrangements….
arrangements ....

The transformation
The transformation represented
represented a change
change of direction
direction in
organizational design.
organizational design. For
For several
several decades
decades the
the prevailing direction had
prevailingdirection had
been to iincrease
been bureaucratization with each
ncreasebureaucratization each increase
increase in scale
scale and
and level
level
of mechanization.
of mechanization. TheThe organizational
organizational model
model that fused Weber's
fusedWeber’s
description bureaucracy
description of bureaucracy with Frederick Taylor's concept of scientific
Frederick Taylor’s concept scientific
management had
management had become
become pervasive. The Haighmoor
pervasive.The Haighmoor innovation
innovation
showed that there
showed there was
was an alternative. 91
an alternative. 9l

In subsequent
subsequent decades,
decades, self- managedteams
self-managed teams in Europe
Europe became
became synonymous
synonymous with
92
participative
participative management
management andand industrial democracy
democracy.92. In Japan,
Japan, they
they morphed
morphed into
quality circles
circles and
and continuous
continuous improvement
improvement efforts.
efforts. In the
the Un ited States,
United States, they
they became
became
the
the organizing
organizing framework
framework for innovation task
task force s, which yielded
forces, yielded breakthroughs
breakthroughs in
many
many companies,
companies, mainly in manufacturing
manufacturing and
and service
service operation contexts. 93
operation contexts. 93

Self - managedteams
Self-managed teams became
became more
more andand more
more common
common in thethe 1990s, fueled by the
1990s, fueled the
promise
promise of higher
higher productivity in work that was was increasingly
increasingly complex
complex andand dynamic.
dynamic.
At first, in the
the companies
companies that used
used them,
them, these
these teams
teams comprised
comprised just a fraction
fraction of the
the
employee
employee population
population,, generally
generally in areas
areas that demanded
demanded innovation and and agility.
agility. In
time
time,, they
they emerged
emerged in environments
environments wherewhere individuals could
could readily
readily monitor their
own performance
performance and and iteratively
iteratively alter
alter how they worked. Eventually
they worked. Eventually people wondered:
people wondered:
why stop
stop at self - managed teams?
self-managed teams? After all, all, the
the heavily
heavily matrixed
matrixed organizational
organizational
structures
structures andand co mplex reporting relationships
complex relationships surrounding
surrounding those
those teams
teams often
often
hem med them
hemmed them in and and thwart ed their effectiveness.
thwarted effectiveness. For acolytes
acolytes of self -managed
self-managed
teams,
teams, experimenting
experimenting with self - managed organizations
self-managed organizations became
became thethe inevitable
inevitable next
next
step.
step.

Those
Those experiments
experiments in self - managed organizations
self-managed organizations havehave taken
taken many
many forms.
forms. To
name
name just a few,
few, they
they include
include “adhocracy”
"adhocracy" (a flexible,
flexible, informal management
management structure
structure
introduced
introduced by Warren
Warren Bennis
Bennis and
and Henry Mintzberg),
Mintzberg), the the “"networked
networked firm”
firm" (modeled
(modeled
after
after the
the distributed,
distributed, unmanaged
unmanaged internet ), the
internet), the “scrum
"scrum organization”
organization" (with roots
roots in
agile/scrum
agile/scrum software
software development
development methodologies),
methodologies), a range range of company - specific
company-specific
variations on self
variations -organization ((among
self-organization among them
them Morning Star Star,, a tomato
tomato product
processor;
processor; Valve,
Valve, a video
video game
game developer;
developer; and
and W.L. Gore,
Gore, a highly di versified manu
diversified manu--
facturer), and
facturer), and holacracies
holacracies like Zappos
Zappos..

It
It is
is beyond
beyond the
the scope
scope of this supplemental
supplemental reading
reading to provide
provide a detailed
detailed
explanation
explanation of each of thesevariations.
each these variations. But they
they share common theme: they reflect
share a common theme: they reflect
organizations’ varied attempts
organizations' varied attempts to balance
balance two things
things leaders
leaders need
need most
most from their
organizations—reliability and
organizations-reliability and adaptability
adaptability..

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 Reliability can
can mean
mean many
many things,
things, such
such as as generating
generating predictable
predictable returns
returns for
shareholders,
shareholders, adhering
adhering to regulations,
regulations, maintaining stable
stable employment
employment levels,
levels, and
and
fulfilling
fulfilling customers’
customers' expectations.
expectations. SoSo can
can adaptability:
adaptability: for example,
example, some
some situations
situations
call for many
many small
small adj ustmentsin production or manufacturing
adjustments manufacturing to meet
meet local
local needs,
needs,
while others
others may
may call for fundamental
fundamental shifts
shifts in strategy
strategy or capabilities.
capabilities.

All
All organizations
organizations must achieve
achieve both reliability and
and adaptability
adaptability to some
some degree,
degree, but
usually
usually one
one eclipses
eclipses the
the other.
other. Too much
much standardization
standardization for the
the sake
sake of reliability can
can
make
make businesses
businesses insensitive
insensitive to changing
changing markets.
markets. Too much emphasis
emphasis on adapting
adapting
can
can cause
cause them
them to fragment
fragment andand lose
lose the
the leverage
leverage that comes
comes with focus
focus and
and scale
scale
(recall
(recall how Apple cast cast about
about during Steve
Steve Job’s
Job's hiatus).
hiatus). Although managerial
managerial
hierarchies
hierarchies can
can err in either
either direction,
direction, they
they most
most often
often skew
skew in favor
favor of reliability
reliability-—
and
and create
create rigidity
rigidity and
and red tape
tape for the
the teams
teams operating
operating within them.
them.

Teams
Teams (and
(and the
the individual employees
employees within them)
them) also
also need
need both rreliability
eliability and
and
adaptability.
adaptability. To bebe effective
effective on the
the job, team
team members
members must
must have
have a stable
stable working
environment,
environment, access
access to critical resources,
resources, and
and clear
clear goals
goals and
and responsibilities.
responsibilities. But they
they
must also
also have
have leeway
leeway to adapt
adapt to changing
changing conditions
conditions and
and make
make the
the ri ght decisions
right decisions
in the
the moment
moment-and—and managerial
managerial hierarchies
hierarchies often
often don’t
don't provide
provide that flexibility and
and
discretion.
discretion.

Traditional organizational
organizational forms
forms expect
expect top leadership
leadership to calibrate
calibrate reliability and
and
adaptability
adaptability for the
the organization.
organization. But it’s
it's not easy
easy for executi ves to know the
executives the right
balance
balance of reliability and and adaptability —and even
adaptability-and even ifif they
they do,
do, it’s
it's hard to get get an
an
organization
organization to perform accordingly.
accordingly. In self - managing organizations,
self-managing organizations, teams
teams take
take on
that responsibility.
responsibility. IfIf traditional organizations strive
organizations strive to be top - dow n machines
be top-down machines
governed
governed by Newtonian
Newtonian physics,
physics, precisely
precisely predicting
predicting andand controlling the the paths
paths of
individual parts,
parts, self-managingstructures
self-managing structures are
are akin to biological
biological organisms,
organisms, with their
rapid proliferation and
and evolution.
evolution.

3.1.2 What
3.1.2 What Do
Do Self
Self-Managed Organizations Look
- Managed Organizations Look Like?
Like?
Self
- managedorganizations
Self-managed organizations share
share three
three fundamental
fundamental characteristics:
characteristics:

Teams
Teams are
are the Structure
Structure
In holocracy,
holocracy, they’re
they're “circles”;
"circles"; in podularity,
podularity, “pods”;
"pods"; at Valve,
Valve, “cabals”;
"cabals"; and
and at many
many
companies,
companies, simply “teams.”
"teams." Whatever
Whatever they’re
they're called,
called, these
these basic
basic components
components-not—not
individuals,
individuals, and
and not units,
units, departments
departments or divisions —are the
divisions-are the essential
essential building blocks
blocks
of self -managedorganizations
self-managed organizations.. Within
Within them,
them, individual roles
roles are collectively defined
are collectively defined
and
and assigned
assigned to accomplish
accomplish the work. As
the work. As in traditional organization
organizations, s, there
there might be
be
different teams
teams for different projects,
projects, functions
functions (finance,
(finance, tech,
tech, sales),
sales), or segments
segments
(customer,
(customer, product,
product, service).
service). But self- managingenterprises
self-managing enterprises have
have a lot more
more of them
them-—
the
the overall
overall organizational
organizational structure
structure is
is diced
diced much
much more
more finely.
finely. This modularity allows
allows

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for more
more plug - and-play activity across
plug-and-play across the
the enterprise
enterprise than
than in a system where teams
system where teams sit
squarely
squarely in particular units and
and departments.
departments. T he teams
The teams come
come and
and go
go as
as employees
employees
perceive
perceive changes
changes in the
the organization’s
organization's needs
needs,, just as
as task
task forces
forces and
and project
project teams
teams in
traditional organizations
organizations do — without the
do-without the surrounding
surrounding matrix structure,
structure, which has
has a
way
way of holding teams together even after they are irrelevant
teams together even after they are irrelevant. .

Teams
Teams D esignand G
Design overn T
Govern hemselves
Themselves
Although self -organization largely
self-organization largely avoids
avoids traditional patterns
patterns of hierarchy,
hierarchy, teams
teams areare
still nested
nested within a larger
larger network of teams
teams,, which they
they have
have a hand
hand in shaping
shaping andand
refining through an an established
established process.
process. Holacratic
Holacratic organizations
organizations ratify a
constitution
constitution-a—a living document
document outlining the the rules
rules by which cir cles are
circles are created,
created,
changed,
changed, and
and removed.
removed. So So the
the circles
circles don’t manage themselves;
don't just manage themselves; within thosethose
guidelines,
gUidelines, they
they also design and govern
also design governthemselves.
themselves. TheThe first is
is called
called “working
"working in”in" the
the
organization,
organization, andand the
the second
second is is called
called “working
"working on” on" it. The
The constitut ion does
constitution does not
specify what people
specify what people should
should do
do for either
either their “working
"working in”
in" or “working
"working on”on" tasks.
tasks.
Instead,
Instead, it explains
explains in a broad - brush way
broad-brush way how teamsteams should
should form andand operate 94—
operate94 how
-how
they
they should
should identify and
and assign
assign roles, what boundaries
roles, what boundaries the the roles
roles should
should have,
have, a nd how
and
the
the teams
teams should
should interact
interact with other teams,
teams, ifif applicable.
applicable.

Leadership
Leadership IIss Contextual
Contextual
In self - managedorganizations
self-managed organizations,, lleadership
eadershipis is distributed among
among roles, roles, not individuals
individuals
(people
(people usually
usually hold multiple roles roles on various
various teams).
teams). Leadership
Leadership responsibili
responsibilitiesties
continually shift as as the
the work changes
changes andand as
as teams
teams create
create and
and define
define new
new roles.
roles. When
someone
someone isn’tisn't a good
good fit for a role,
role, team
team members
members reassign
reassign itit.. Technology
Technology is is essential
essential
for keeping
keeping track of thesethese changes.
changes. In a holacracy,
holacracy, for example,
example, enterprise
enterprise sof tware
software
such
such as as GlassFrog
GlassFrog or holaSpirit
holaSpirit is used
used to codify the the purpose,
purpose, accountability,
accountability, and and
decision
decision rights
rights of every
every circle
circle and
and role,
role, and
and thethe information is is accessible
accessible to anyone
anyone in
the
the organization.
organization. Transparency
Transparency enables
enables cross - team integration;
cross-team integration; all the the thinly
differentiated
differentiated,, precisely
precisely codified,
codified, and
and easily
easily searchable
searchable roles
roles are are easier
easier to find thanthan
they
they would be be in a traditional organization.
organization. And by transparently
transparently codifying who who does
does
what, they
what, they also
also codify whowho doesn’t
doesn't do what, avoiding
do what, avoiding the the duplicative
duplicative effort and and
ove rlapping responsibilities
overlapping responsibilities faced
faced by manymany traditional organizational
organizational structures.
structures.
While organizations
organizations mustmust be be careful
careful not to subject subject individuals
individuals to so so much
much
95
technological
technological tracking
tracking and
and transparency
transparency that they they trigger the
the transparency
transparency trap,
trap,95 the
the
role of technolog
technologyy in making self - organizing organizations
self-organizing organizations work cannot cannot be be
understated
understated-it —it enables
enables both coordinated
coordinated “working
"working in” in" and
and “working
"working on,” on," and
and there
there--
fore
fore leadership
leadership of, thethe organization.
organization.

These
These three
three characteristics
characteristics add
add up to anan organization
organization that isis responsive
responsive to the
the
requirements
requirements of the
the work rather
rather than
than to the
the directives
directives of any
any powerful individual.
Traditional management
management goes wrong when
goes wrong when the
the boss
boss gets
gets to prescribe what must
prescribe what must bebe
done —or how
done-or —becauseof a job description,
how-because description, not because
because hehe or she
she has
has particular

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insights
insights into what
what will
will produce
produce the
the desired
desired team
team outcome.
outcome. Self -managed
Self-managed
organizations
organizations strip away
away much
much of this ability to prescribe, using structuring processes
prescribe, using processes
(rather than
than a fixed
fixed structure)
structure) to maintain order and
and clarity between
between teams.
teams.

3.1.3
3.1.3 What
What Do
Do Self
Self-Managed
- Managed Organi
Organizations
zations
Try
Try to
to Accomplish
Accomplish onon the
the Ground?
Ground?
Recent
Recent experiments
experiments with self -managed organizations
self-managed organizations have
have zeroed
zeroed in on three
three key
key
waysthey
ways they can
can improve
improve performance:
performance:

decisions closer
1 Making decisions closer to the
the work.
work. Self
- managementaims
Self-management aims to reduce
reduce the
the red
red
tape
tape and
and endless
endless sign - offs usually
sign-offs usually required
required to make
make decisions
decisions and
and get
get work done
done
in bureaucracies
bureaucracies.. In traditional organizations,
organizations, intricate webs
websof titles,
titles, job
descriptions,
descriptions, and
and reporting relationships
relationships can
can make
make it difficult
difficult to figure
figure out who
who
decides what. In self
decides what. -managingorgani
self-managing zations,teams
organizations, teams negotiate
negotiate with each
each other
to allocate
allocate duties
duties to those
those best
best suited
suited to carrying
carrying them
them out, and
and then
then everyone
everyone
can
can see who holds
see who holds each
each role and what teams
and what teams are
are responsible
responsible for.
for. Rather
Rather than
than
running ideas
ideas up the
the flag pole and
flagpole and waiting for answers
answers to come
come back
back down,
down,
individuals gogo directly to tthe
he people who will
people who will be
be affected,
affected, which isis known asas
“going
"going role to role.”
role."

Communication
Communication is is supposed
supposed to become
become more
more efficient
efficient and
and accurate
accurate as as a result,
result,
which is good
good on the
the reliability front. But to make smarter dec
make smarter isions iin
decisions n this sort
96
of system,
system, all members
members mustmust exercise
exercise their power
power and voices, and
and voices,96 and that doesn’t
doesn't
always
always happen.
happen. One
One misconception
misconception aboutabout self -managingorganizations
self-managing organizations is is that
they
they eliminate
eliminate differences
differences in status.
status. But a lthough those
although those differences
differences maymay be be
977
mitiga ted, they
mitigated, they still exist
exise and
and must
must bebe managed.
managed. SomeSome peo ple will
people will still have
have
more
more power
power than
than others,
others, and
and managers
managers whowho used
used to supervise
supervise certain
certain activities
activities
may
may try to reassert
reassert control, making
making it hard for employees
employees to know whetherwhether to
follow the
the new
new system
system or list en to their old boss.
listen boss. It
It can
can also
also be
be tough
tough for people
people
to “step
"step up”
up" and
and claim their power.
power. So,
So, for a self-managingorganization
self-managing organization to
work, b oth managers
both managers andand subordinates
subordinates mustmust unlearn
unlearn old behaviors.
behaviors.

Responding to emerging
2 Responding emerging needs
needs in the
the market
market.. We’ve
We've traditiona lly romanticized
traditionally romanticized
our leaders
leaders as
as keen - eyedscouts
keen-eyed who monitor the
scouts who the horizon for developments
developments that
deserve
deserve the
the attention
attention of the
the organization
organization andand its people.
people. And thanks
thanks to
increasingly
increasingly advanced
advanced analytics,
analytics, leaders’
leaders' observations
observations have
have become
become far more
more
precise.
precise. Yet evidence
evidence shows
shows that efforts
efforts to drive change
change programmatically
programmatically from
the
the top, solely
solely in response
response to what
what senior
senior leaders
leaders see,
see, often fai1. 98
often fail. 98

Self
- managingorganizations
Self-managing organizations take
take a different approach.
approach. Consider
Consider how Valve
Valve
approached
approached the
the question
question of whether
whether to expand
expand ffrom
rom PC
PC games
games into hardware.
hardware.
The
The company’s
company's 400-plus employees
400-plus employees self -allocate100%
self-allocate 100% of their time to projects
projects

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 they
they feel
feel are valuableto customers.
are valuable customers. They
They collaborate
collaborate in cabals,
cabals, which people
people
form and
and re -form project
re-form project by project
project by wheeling
wheelingtheir desks
desks together,
together, of ten
often
several
several times
times a day.
day. When a few
few employees
employees got
got sufficiently tired of repeated
repeated
customer
customer requests
requests for hardware
hardware that would let people
people play
play games
games in the
the living
room,
room, they
they formed
formed a cabal
cabal to investigate
investigate the
the idea.
idea. When
When others
others recognized
recognized
Valve’s
Valve's potential
potential strategicvulnerability to a “closed”
strategic "closed" Windows store,
store, they
they
allocated
allocated some
some time to that issue.
issue. In neither
neither case
case did a siren
siren sound
sound from a
lookout on high;
high; the
the problems were detected
problems were detected and
and addressed
addressed on the
the ground,
ground,
through a steady
steady accretion
accretion of talent.
talent.

Designing roles
3 Designing roles that match
match individual capabilities
capabilities with organizational
organizational goals.
goals. In
traditional organizations,
organizations, every
every employee works within
employee works within a single,
single, broadly
broadly defined
defined
role,
role, and
and it’s
it's often
often difficult
difficult for people
people to sculpt
sculpt or switch jobs. In self
switch jobs. - managing
self-managing
systems,
systems, individuals havhavee portfolios of several very specific roles
several very specific roles, , which they
they
craft and
and revise
revise to address
address shifting organizational
organizational and
and individual needs.
needs. At
Morning Star,
Star, for example,
example,employees
employees (in consultation
consultation with relevant
relevant
coworkers)
coworkers) write up formal agreements
agreements known internally as as “colleague
"colleague letters
letters of
understanding” (CLOUs).
understanding" (CLOUs). These These outline responsibilities,
responsibilities, activities, and overall
activities, and overall
goals
goals and
and contain
contain highly detailed
detailed metrics
metrics for evaluating
evaluating individual
performance.
performance. CLOUs
CLOUs are are essentially
essentially contracts
contracts that articulate
articulate employees’
employees' work
commit ments to the
commitments the organization —like annual
organization-like annual performance
performance previews
previews that let
colleagues
colleagues know whatwhat they
they can
can count on each
each other to accomplish.
accomplish. The The terms
terms
are
are negotiated
negotiated formally every year but can
every year can be
be changed
changed at any
any point to reflect
reflect
new
new work requirements
requirements and and individua ls’ evolving
individuals' evolving skills
skills and
and interests.
interests.

While this approach

approach complicates
complicates human
human capital
capital systems
systems like compensation
compensationand and
hiring, it nonetheless
nonetheless lets
lets individuals play to their strengths
strengths and
and interests
interests and
and
serves
serves as
as a safety
safety check
check against
against roles
roles that might bebe useful
useful to one
one person
person but
harmful to the the team
team or the
the organization.
organization. This approach
approach to role
role design
design also
also gives
gives
people
people room to grow on the the job. Unlike fixed
fixed structures
structures built around
around specialists
specialists
who dedicate
who dedicate themselves
themselves to one
one function full time,
time, these
these new
new organizational
organizational
for ms enable
forms enable employees
employees to become
become “utility
"utility players,”
players," with highly focused
focusedroles
roles
they
they can
can fill
fill in multiple areas
areas of the
the business.
business.

Many people
people assume
assume that ifif these
these structure
structuress and
and processes
processes are
are in place
place,, leaders
leaders
become
become less
less relevant.
relevant. In fact,
fact, one
one of the
the greatest
greatest challenges
challenges of implementing
implementing selfself--
management
management at scale scale is
is insufficient leadership.
leadership. When
When leadership
leadership is
is a shared
shared responsi
responsi--
bility, everyone
everyone must understand
understand andand practice
practice it. Of course
course managing looks different
managing looks
in these
these structures.
structures. It’s
It's less
less about
about supervision
supervision andand direction and
and more
more about
about
designing,
designing, facilitating,
facilitating, and
and coaching.
coaching.

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3.1.4
3.1.4 Finding
Finding the
the Right
Right Amount
Amount of
of Self
Self-Management
- Management
for Successful
for Successful Teams
Teams in Your
Your Organization
Organization
Blanket
Blanket arguments
arguments for or against
against broadly
broadly applying
applying the
the principles
principles of se lf -management
self-management
miss
miss anan important point: m most ost organizations,
organizations, particularly large
large corporations
corporations,, do do bestbest
when they
when they adopt
adopt these
these techniques
techniques in part,
part, not in whole.
whole. It
It would be
be surpris
surprisinging ifif more
more
99
than
than 20%
20% of the
the Global
Global 1000
1000 looked
looked “teal”
"teal"99 in 2030,
2030, to use
use Frederic
Frederic L aloux’s term for
Laloux's
“whole,”
"whole," evolutionary,
evolutionary, self -managing organizations
self-managing —organizations dominated
organizations-organizations dominated by
self- managingteams
self-managing teams with minimal organizational
organizational structures
structures surrounding
surrounding them them.. But it
would also
also be
be surpris ing ifif more
surprising more than
than 20%
20% didn’t
didn't significantly draw
draw on some some o off the
the
techniques
techniques of these
these newer
newer organizational
organizational forms
forms (and
(and other emerging
emerging forms
forms like them)them)
within their organizational
organizational structures
structures..

A great
great deal
deal of piecemeal
piecemeal adoption
adoption isis already
already happening.
happening. Procter
Procter &
& Gamble,
Gamble, for
instance,
instance, operates
operates a complex
complex matrix organizati on to integrate
organization integrate its many
many brand
brand
categories, geographies,
categories, geographies, and
and functions.
functions. But it also
also has
has a vast
vast open
open innovation
program,
program, in which teams
teams of people
people outside
outside P&G’s walls organize
P&G's walls organize themselves
themselves to solve
solve
problems
problems for the
the company.
company. At Google
Google and
and 3M3M,, employees
employees have
have been
been encouraged
encouraged for
decades
decades to devote
devote a percentage
percentage of their time to self -directed work-a
self-directed work—a volunteer
volunteer
economy
economy that exists
exists alongside
alongside the
the managerial
managerial hierarchy’s
hierarchy's more
more directed
directed economy.
economy.

Deciding where to apply

Deciding where apply self -managementin an
self-management an organization
organization hinges
hinges on three
three
questions:
questions: What needs
needs to bebe reliable?
reliable? What kinds of adaptation
adaptation are
are important?
important? And
what organizational
what organizational structure will set
structure will set the
the conditions
conditions for the
the team
team within it to find the
the
right balance in this
balance this case
case??

Using
Using self -managementprinciples
self-management principles to design
design anan entire
entire organization
organization makes
makes sense
sense if
if
the
the optimal level
level of adaptability
adaptability is
is high —that is,
high-that is, ifif the
the organization
organization operates
operates in a fast
fast--
changing
changing environment
environment in which the the benefits
benefits of teams
teams making
making quick adjustments
adjustments far
outweigh
outweigh the
the costs,
costs, the wrong adjustments
the wrong won’t be
adjustments won't be catastrophic,
catastrophic, and
and the
the need
need for
explicit controls
controls isn’t
isn't significant.
significant. That’s
That's why many many startups
startups are
are early
early adopters.
adopters. The
The
business
business of designing
designing and
and developing
developing games
games also
also fits these
these criteria well,
well, as
as Valve
Valve has
has
discovered.
discovered. But in reliability -driven industries
reliability-driven industries such such as as retail banking
banking andand defense
defense
contracting,
contracting, hierarchical
hierarchical structures
structures prevail,
prevail, even
even ifif there
there isis room for nicheniche
competitors
competitors (in banking,
banking, Umpqua
Umpqua is is famous
famous for havinghaVing a phone
phone in every
every branch
branch th at
that
enables
enables customers
customers to ring the the CEO’s
CEO's office)
office) or for certain certain units within the the
organization
organization to go go against
against the
the traditional grain grain (the (the original Skunk
Skunk Works at
Lockheed
Lockheed Martin).

Companies
Companies must alsoalso work out how much
much hierarchy
hierarchy and
and process
process they
they need
need to
ensure
ensure coherence
coherence and what other kinds of “glue,”
and what "glue," such
such as
as shared
shared purpose
purpose and
and a
common
common ethical
ethical compass,
compass, they
they can
can use
use to bring teams
teams together
together into one
one big picture
picture..
Dov Seidman’s
Seidman's The
The HOW Report
Report quantifies
quantifies the
the degree
degree to which various
various companies
companies
rely on those
those other cohe sive elements
cohesive elements and
and links self -governance to a range
self-governance range of

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 39
88
performance
performance outcomes.
outcomes. Seeing
Seeing how others
others have
have fared
fared can
can help
help organizations
organizations sort out
whether—and where-this
whether-and where—this particular glue
glue makes
makes sense
sense for them.
them.

Ultimately,
Ultimately, and
and somewhat
somewhat ironically, the the next
next generation
generation of self - managing
self-managing
organizations
organizations is
is demanding
demanding a newnew generation
generation of leaders —senior individuals
leaders-senior individuals with the
the
vision to see
vision where it is best
see where best to set
set aside
aside hierarchy
hierarchy for another way of operating,
another way operating, but
also
also with the
the courage
courage to defend
defend hierarchy where it serves
hierarchy where serves the
the iinstitution's
nstitution’s
fundamental
fundamental goals.
goals. In other words,
words, it requires
requires leaders who understand
leaders who understand both teams
teams
and
and organizational
organizational structure
structure so
so that they
they can
can use
use both traditional and
and new
new forms
forms to
set
set the
the conditions
conditions for success
success for the
the teams
teams doing the
the work within their organ izations.
organizations.

4 KE
KEYY TE RM S
TERMS
acts
acts of
of leadership
leadership ((shared-team leadership) A
shared - team leadership) ctions, often small,
Actions, small, to improve
team
team effectiveness
effectiveness that are
are undertaken
undertaken by individual team
team members
members as
as they
they share
share
leadership,
leadership, alternatin
alternatingg between
between leading
leading and
and following
following..

collective
collective iintelligence ("c") L
ntellige nce (“c”) ike individual intelligence
Like intelligence (IQ), teams
teams exhibit a
level
level of collective
collective intelligence
intelligence (("c")
“c” ) that can
can be
be measured
measured through a battery
battery of tests
tests
administered
administered early
early in a team’s
team's life and
and which predicts
predicts the
the team’s
team's future performance
performance
on a wide
wide variety
variety of ttasks.
asks.

d iversity H
diversity eterogeneityof attributes
Heterogeneity attributes of individuals on the
the team,
team, including expertise,
expertise,
background,
background, network,
network, demographics,
demographics, capabilities,
capabilities, opinions, values,personalities,
opinions, values, personalities, or
preferences.
preferences. Informational diversity
diversity refers
refers to bringing different informati on to the
information the
table, whereasvalue
table, whereas valuediversity
diversity refers
refers to conflicting opinions.
opinions.

familiarity D
familiarity egreeto which team
Degree team members
members share
share previous
previous experience
experience working
together
together..

faultlines D
faultlines ividing lines
Dividing lines that may
may split a team
team into subgroups
subgroups of like individuals
individuals
based
based on one
one or more
more attributes
attributes (e.g.,
(e.g., gender,
gender, age,
age, ethnicity,
ethnicity, tenure,
tenure, and
and functional
background).
background).

4 teams T
- D teams
4-0 eamsthat are
Teams are more
more diverse,
diverse, dispersed,
dispersed, digital,
digital, and
and dynamic
dynamic than
than
traditio nal teams
traditional teams..

interdependent tasks C
interdependent tasks omplex, meaningful,
Complex, meaningful, tightly coupled
coupled tasks
tasks for which
members
members feel
feel collectively
collectively responsible
responsible..

intervention A
intervention Ann attempt
attempt to improve
improve the
the process
process of an
an already
already launched
launched team
team
through properly timed motivational,
motivational, consultative,
consultative, or educational actions
educational actions..

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 40
89
process gain S
process gain ource of team
Source team effectiveness
effectiveness that allows
allows team
team members
members to perform
better
better together
together than
than the
the sum
sum of their contributions if
if they
they did the
the work individually
individually..

process loss S
process loss ource of team
Source team ineffectiveness
ineffectiveness that causes
causes team
team members
members to perform
worsetogether
worse together than
than the
the sum
sum of their contributions if
if they
they did the individually .
the work individually.

psychological safety A team

psychological safety team climate
climate in which members
members trust and
and respect
respect one
one
another
another enough
enough to express
express relevant
relevant thoughts
thoughts and
and feelings
feelings..

relaunch Wiping the

relaunch the slat
slatee clean
clean by going
going back
back and
and starting
starting the
the team
team again
again from the
the
beginning
beginning.. Some teams
Some teams that get
get into trouble
trouble feel
feel the
the need
need to relaunch
relaunch becauseit is
because is
hard to undo what
what is
is or is
is not done
done at launch
launch..

social sensitivity T
social sensitivity he ability to understand
The understand team
team members
members'’ feelings
feelings by correctly
correctly
interpreting facial
facial expressions
expressions and
and social
social cues
cues..

team culture A pattern

team culture pattern of shared
shared assumptions
assumptions and
and practices
practices that emerges,
emerges, as
as an
an
outcome,
outcome, from all of the
the team’s
team's cumulative
cumulative efforts
efforts..

team design H
team design ow leaders
How leaders design
design the what, who,
the what, who, when,
when, and
and how of the
the team
team..

team launch H
team launch ow leaders
How leaders breathe
breathe life into the
the team
team and
and create
create initial
initial team
team norms
norms..

team
team process management H
process management ow leaders
How leaders sustain
sustain a supportive
supportive context
context to preserve
preserve
positive
positive trajectories
trajectories and
and correct
correct negative
negative ones
ones..

team i ng T
teaming he active
The active processof teamwork,
process teamwork, even
even outside
outside of a traditional team,
team, to carry
out interdependent
interdependent tasks
tasks..

transactive
transactive memory system A shared
memory system shared mental
mental map,
map, built through continuous
continuous
team
team interaction,
interaction, of team
team knowledge
knowledge and where it resides.
and where resides.

5 F U RTH ER R
FURTHER EADI N G
READING
Practitioner -FocusedArticles
Practitioner-Focused
Ancona,
Ancona, D., H. Bresman,
Bresman, and
and K.
K. Kaeufer,
Kaeufer, “"The
The ComparativeA
Comparative dvantageof X-
Advantage X- T eams.” MIT Sloan
Teams." Sloan
Management
Management Review 43, no.
Review 43, no. 3 (2002): 33
(2002): 33..

Bernstein,
Bernstein, E
E.,., et
et al.
al. “"Beyond
Beyondthe
the Holocracy
Holocracy Hype.
Hype."” Harvard
Harvard Business
Business Review
Review ((July-August
July–August2016 ): 38
2016): –49.
38-49.

Brett,
Brett, J.,
J., D.
D. Behfar,
Behfar, and
and M. C.
C. Kern.
Kern. “"Managing
ManagingM ulticultural T
Multicultural eams.” Harvard
Teams." Harvard Business
Business Review
Review,, 84,
84, no.
no.
11
11 ((2006):
2006): 85 –97.
85-97.

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 41
90
Cross,
Cross, R.,
R., et
et al
aL. “"Managing
ManagingCollaboration:
Collaboration: Improving Team
Team Effectiveness
Effectiveness T hrough a
Through a Network
Network
Perspective.
Perspective."” California
California Management
Management Review
Review 50
50,, no
no.. 44 (Summer
(Summer 2008):
2008): 74–98.
74-98.

Dahlin,
Dahlin, K.
K. B.,
B., L.
L. R.
R. Weingart,
Weingart, and
and P.
P. J.
J. Hinds.
Hinds. “"Maximizing
Maximizing Productivity
Productivity in Diverse
Diverse Teams.
Teams."” Rotman
Rotman
Magazine
Magazine ((Spring/Summer
Spring/Summer2006 ): 44--48.
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Edmondson, c., “Wicked

Edmondson, A. C., -ProblemSolvers.”
"Wicked-Problem Solvers." Harvard
Harvard Business
Business Review
Review 94
94 (June
(June (2016):
(2016): 53
53-–59.
59.

Gratton,
Gratton, L.,
L., A.
A. Voigt,
Voigt, and
and T. J.
J. Erickson,
Erickson, “"Bridging
Bridging Faultlinesin D
Faultlines iverseT
Diverse eams.” MIT Sloan
Teams." Sloan
M anagementR
Management eview48
Review 48 ((2007):
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22.

Haas,
Haas, MM.,., and
and M. Mortensen.
Mortensen. “"The
The Secretsof G
Secrets reat T
Great eamwork.” Harvard
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Review 94
94 ((2016):
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70-
76
76..

Hackman,
Hackman, J.
J. R.,
R., “"Why
Why T eamsD
Teams on’t W
Don't ork: IInterview
Work: nterviewby Diane
Diane Coutu.
Coutu."” Harvard
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87
((May
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98-105.

Neeley,
Neeley, T. “Global
"Global Teams
Teams That
That Work.”
Work." Harvard
Harvard Business
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Review 93
93 ((October
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74-81.

Pentland,
Pentland, A. S.,
S., “"The
The N ew S
New cienceof B
Science uilding G
Building reat T
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Review 90
90 ((April
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60 –69.
60-69.

Seibdrat,
Seibdrat, F.,
F., M. Hoegl,
Hoegl, and
and H. Ernst.
Ernst. “"How
How to Manage
Manage Virtual Teams.
Teams."” MIT
MIT Sloan
Sloan Management
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((Summer
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Ward,
Ward, A. J.,
J., et
et al
aL. “"Improving
Improving the
the Performance
Performance of Top
Top Management
Management Teams.
Teams."” MIT
MIT Sloan
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Review
Review,, 48
48 ((Spring
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Woolley,
Woolley, A
A.,., T. W.
W. Malone,
Malone, and
and C.
C. F.
F. Cabis
Cabis.. “"Why
Why Some
Some Teams
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Than Others."” New
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Times
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Books
Books
Ancona,
Ancona, D.
D.,, and
and H. Bresman, X-Teams:How
Bresman, X-Teams: How to Build Teams
Teams That
That Lead,
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Innovate, and
and Succeed
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Edmondson,
Edmondson, A. C
C.. Teaming:
Teaming: How
How Organizations
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Learn, Innovate,
Innovate, and
and Compete
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the Knowledge
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Economy.. New
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John Wiley & Sons,
Sons,2012.
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Hackman,
Hackman, J.
J. R.,
R., Leading
Leading Teams:
Teams: Setting
Setting the
the Stag
Stageefor
for Great
Great Performances
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School
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Press,, 2002
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Heckscher,
Heckscher, C.
C. The
The Collaborative
Collaborative Enterprise:
Enterprise: Managing
Managing Speed
Speed and
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Complexity in Knowledge-Based
Knowledge-Based
Business
Business.. New
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Hinds,
Hinds, P.
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Distributed Work
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Katzenbach,
Katzenbach, J.
J. R.,
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K. Smith.
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Academic
Academic Journal Articles
Carson,
Carson, J.
J. B.,
B., P.
P. E.
E. Tesluk,
Tesluk, and
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Marrone. “"Shared
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Carton,
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A.. M., and
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M.. A.,
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and L
L.. R. Weingart.“"Representational
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8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 42
91
Cronin,
Cronin, M
M.. A.,
A., L
L.. R.
R. Weingart,
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6 E N D N O TE S
ENDNOTES
1 For example,
example, longitudinal
longitudinal surveys
surveys of Fortune
Fortune 1000
1000 firms
firms show
show an
an increase
increase in team
team structures
structures from less
less than
than 20%
20%
in 1980
1980 to roughly
roughly 50%
50% in 1990
1990 to over
over 90%
90% in 2000.
2000. See
See C.
C. Garvey,
Garvey, “Steer
"Steer Teams
Teams with the
the Right
Right Pay:
Pay: Team -Based
Team-Based
Pay
Pay Is a
a Success When It Fits
Success When Fits Corp orateGoals
Corporate Goals and
and Culture,
Culture, and
and Rewards
Rewards the
the Right
Right Behavior,”
Behavior," HR
HR Magazine
Magazine,, May
2002.
2002. pp.
pp. 70–78.
70-78.

2 D. R.
R. Ilgen,
Ilgen, “Teams
"Teams Embedded
Embedded iinn Organizations:
Organizations: SomeSome Implications ,” American
Implications," AmericanPsychologist
Psychologist 54
54 (1999):
(1999): 129 –139;
129-139;
D. R.
R. Ilgen
Ilgen et
et al
aI.,., “Teams
"Teams iin
n Organizations:
Organizations: From
From In put-Process -Output Models
Input-Process-Output Models tto
o IMOI Models
Models,",” Annual Review
Review
of Psychology
Psychology 56
56 (2005):
(2005): 517 –543;and
517-543; and J.J. E.
E. Mathieu
Mathieu et
et al.,
aI., “Team
"Team Effectiveness1997
Effectiveness –2007:A Review
1997-2007: Review ooff Recent
Recent
Advancements
Advancements and and a a Glimpse
Glimpse into tthe
he Future ,” Journal
Future," Journalof Management
Management 34
34 (2008):
(2008): 410 –476.
410-476.

3 This
This reading
reading has
has been
been adapted
adapted from Ethan
Ethan Bernstein
Bernstein,, Leadership
Leadership and
and Teaming
Teaming,, HBS
HBS No.
No. 414-033(Boston:
414-033 (Boston:
Harvard
Harvard Business
Business School
School Publishing)
Publishing)..

4 E.
E. S.
S. Bernstein
Bernstein and
and F. J. Barrett
F. J. Barrett.. 2011.
2011. “"Strategic
StrategicIImprovisation."
mprovisation.” Research
Research in OrganizationalC
Organizational hangeand
Change and
D evelopm ent 19
Development 19 (2001)
(2001):: pp.55 –90.
pp.55-90.

5 C.
C. P.
P. Alderfer,
Alderfer, “Improving
"Improving Organizational
Organizational Communication
Communication Through
Through Long -Term Intergroup
Long-Term Intergroup Intervention ,”
Intervention,"
Journalof Applied
Journal AppliedBehavioral
Behavioral Science
Science 13
13,, no.
no. 2 (1977):
(1977): 193 –210; S.
193-210; S. G.
G. Cohen
Cohen and
and D. E. E. Bailey,
Bailey, “What
"What Makes
Makes Teams
Teams
Work: Group
Group Effectiveness
Effectiveness Research
Research from the the Shop
Shop Floor
Floor to the
the Executive
Executive Suite
Suite,",” Journal
Journalof Management
Management 23 23
(1997):
(1997): 239 –290; J.
239-290; J. R.
R. Hackman,
Hackman, “The
"The Design
Design of Work Teams
Teams," ,” Ariel 129
129 (1987):
(1987): 32 –197; L.
32-197; L. R.
R. Offermann
Offermann and
and R.
R.
K.
K. Spiros,
Spiros, “The
"The Science
Science and
and Practice
Practice of Team
Team Development:
Development: Improving
Improving the the Link
Link,",” Academy
Academyof Management
Management
Journal44
Journal 44,, no.
no. 2 (2001):
(2001): 376–392; E.
376-392; E. Sundstrom,
Sundstrom, K. K. P.
P. De
De Meuse,
Meuse, and and D. Futrell,
Futrell, “Work
"Work Teams:
Teams: Applications
Applications and
and
Effectiveness.” AmericanPsychologist
Effectiveness." American Psychologist 45
45,, no.
no. 2 (1990):
(1990): 120 –133; J.
120-133; J. R.
R. Hackman
Hackman and and N. Katz,
Katz, “Group
"Group Behavior
Behavior and
and
Performance
Performance," ,” iin
n Handbook
Handbook of Social
Social Psychology
Psychology (5th
(5th ed.),
ed.), edited
edited by S.S. T.
T. Fiske
Fiske ((New
New York:
York: John
John Wiley and
and Sons,
Sons,

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 43
92
 Inc.,
Inc., 2010
2010);); J.
J. R.
R. Hackman
Hackman,, “From
"From Causes
Causes to Conditions
Conditions in Group
Group Research
Research," ,” Journal
Journalof Organizational
Organizational Behavior
Behavior
33
33,, no.
no. 3 (2012):
(2012): 428 –444; R.
428-444; Wageman,H. Gardner,
R. Wageman, Gardner, and
and M. Mortensen,
Mortensen, “The
"The Changing
Changing Ecology
Ecology of Teams:
Teams: New
New
Directions
Directions for Teams
Teams Research , ” Journal
Research," Journalof Organizational
Organizational Behavior
Behavior 33
33,, no.
no. 3 (2012):
(2012): 301–315.
301-315.

6 Rebekah
Rebekah Dibble
Dibble and
and Cristina
Cristina Gibson
Gibson propose,
propose, in a
a 2014 working paper,
2014 working paper, aa continuum
continuum of team
team boundary
boundary fluidity
from low fluidity (clear
(clear boundaries,
boundaries, difficult to move
move across
across them
them)) to high
high fluidity (boundaries
(boundaries hard
hard to distinguish,
distinguish,
easy
easy to move
move across
across them ). They
them). They suggest
suggest that
that examples
examples of te amsoperating
teams operating atat the
the low end
end of the
the boundary
boundary fluidity
continuum
continuum include
include traditional
traditional component
component manufacturing
manufacturing teams
teams and
and that
that teams
teams on the
the high
high end
end of the
the boundary
boundary
fluidity continuum
continuum might include
include open
open source
source software
software teams, while organizationally
teams, while organizationally embedded
embedded pr ocess
process
improvement
improvement teams
teams and
and organizationally
organizationally unembedded
unembedded film -makingteams
film-making teams might lie somewhere
somewhere in between.
between.

7 A. King and
and K.
K. Lakhani,
Lakhani, “Using
"Using Open
Open Innovation
Innovation to Identify the
the Best
Best Ideas,” MIT
Ideas," MIT Sloan
Sloan Management
Management Review
Review 55
55
(2013):
(2013): 41–48.
41-48.

8 A. C.
C. Edmondson,
Edmondson, Teaming:
Teaming: How
How Organizations
Organizations Learn,
Learn, Innovate,
Innovate, and
and Compete
Compete in the KnowledgeEconomy
the Knowledge Economy((New
New
York: John
York: John Wiley &
& Sons,
Sons, 2012).
2012).

9 J.
J. R.
R. Katzenbach
Katzenbach and
and D. K. Smith,
Smith, The
The Wisdom
Wisdom of Teams:
Teams: Creating
Creating the
the High
High Performance
Performance Organization
Organization ((Boston:
Boston:
Harvard
Harvard Business
Business School
School Press,1993
Press, ).
1993).

10
10 J.
J. R.
R. Hackman,
Hackman, Leading
Leading Teams:
Teams: Setting
Setting the
the Stage for Great
Stage for Great Performances
Performances ((Boston:
Boston:Harvard
Harvard Business
Business School
School Press,
Press,
2002.
2002.

11
11 M. Mortensen,
Mortensen, “The
"The Team
Team Unbound:
Unbound: The
The Theoretical,
Theoretical, Methodological,
Methodological, and
and Managerial
Managerial Implications
Implications of Fluid
Fluid and
and
Multiplex Boundaries
Boundaries in Teams,” INSEAD
Teams," INSEAD Working Paper
Paper No.
No. 2013/36/OB.
2013/36/0B.

12
12 J. Weiner,“Disabling
J. Weiner, "Disabling Conditions:
Conditions: Investigating
Investigating Instructional
Instructional Leadership
Leadership Teams
Teams in Action,” Journal
Action," Journalof Educational
Educational
Change
Change (f orthcoming).
(forthcoming).

13
13 There
There isis a
a thriving literature
literature on shared
shared leadership
leadership in te ams.For recent
teams. recent examples,
examples, see,
see, e.g.,
e.g., D. Wang,
Wang,D. A.
Waldman,and
Waldman, and Z Z.. Zhang.
Zhang. “"A A Meta -Analysiso
Meta-Analysis off Shared
Shared Leadership
Leadership a nd Team
and Team Effectiveness
Effectiveness," ,” Journal
Journalof Applied
Applied
Psychology
Psychology 99 99 (2014):
(2014): 181 –198;F
181-198; F.. P.
P. Morgeson,
Morgeson, D. S S.. DeRue,
DeRue, andand E E.. P.
P. Karam
Karam,, “"Leadership
Leadershipin Teams:
Teams: A
Functional
Functional Approach
Approach tto o Under standingLeadership
Understanding Leadership Structures
Structures a nd Processes
and Processes," ,” Journal
Journalof Management
Management (2009):(2009): 55-–
39;
39; J.
J. E.
E. Hoch
Hoch and
and S. S. W. J.J. Kozlowski
Kozlowski,, “"Leading
LeadingVirtual Teams:
Teams: Hierarchical
Hierarchical Leadership,
Leadership, Structural
Structural Supports,
Supports, a nd
and
Shared
Shared Team
Team Leadership
Leadership," ,” Journal
Journalof Applied
AppliedPsychology
Psychology 99 99,, no.
no. 3 (2014):
(2014): 390 –403;C.
390-403; C. L.
L. Pearce
Pearce andand HH.. P.
P. Sims
Sims Jr.
Jr.,,
“"Vertical
Vertical Versus
Versus Shared
Shared Leadership
Leadership a ass Predictors
Predictors o
off tth
hee Effectiveness
Effectiveness o off Change
Change Management
Management Teams:Teams: An
Examination
Examination o off Aversive,
Aversive, Directive,
Directive, Transactional,
Transactional, Transformational,
Transformational, a nd Empowering
and Empowering LeaderLeader Behaviors
Behaviors," ,” Group
Group
Dynamics:
Dynamics: Theory,
Theory, Research,
Research, and
and Practice
Practice 6 (2002):
(2002): 172 –197; B
172-197; B.. S.
S. Bell
Bell and
and S.
S. W. J.J. Kozlowski
Kozlowski,, “"AA Typology
Typology o off
Virtual Teams
Teams Implications
Implications ffor or Effective
Effective Leadership
Leadership," ,” Group
Group and
and Organization
Organization Management
Management 27 27,, no.
no. 1 (2002):
(2002):
14 –49.
14-49.

14
14 The
The three
three components
components of effective
effective teaming
teaming are
are based
based on J.J. R.
R. Hackman,
Hackman, “"The
The Design
Design of Work Teams,
Teams,"” in
Handbook
Handbook of Organizational
Organizational Behavior
Behavior,, edited
edited by J.
J. Lorsch
Lorsch (Englewood
(Englewood Cliffs,
Cliffs, NJ:
NJ: Prentice
Prentice Hall,
Hall, 1987);
1987); J.
J. R.
R.
Hackman
Hackman and
and R. Wageman,“"A
R. Wageman, A Theory
Theory of Team
Team Coaching,
Coaching,"” Academy
Academyof Management
Management Review
Review 30
30,, no.
no. 2 (2005):
(2005):
269–287;and
269-287; and L.
L. A. Hill
Hill and
and M. Farkas, A Note
Farkas, A Note onon Building
Building and
and Leading
Leading Your
Your Senior
Senior Team
Team,, HBS
HBS No.
No. 402 -037
402-037
(Boston:
(Boston: Harvard
Harvard Business
Business Publishing,
Publishing, 2002).
2002).

15
15 See,
See, e.g.,
e.g., J
J.. Harris,
Harris, “"Facilitative
FacilitativeLeadership
Leadership:: Balancing
Balancing the
th e Dimensions
Dimensions of Success,
Success,"” April 7,
7, 2011,
2011, Interaction
Interaction
Associates,
Assoc ia tes, http://interactionassociates.com/insights/b
http://interactionassocia tes. coml insigh ts/ bllog/facilitative -leadership
ogl facil itative-Ieadersh ip --balancin
balancingg--dimensions-
dimensions-
success#.VQsHBOGgUk4
success#.VQsHBOGgUk4,, accessed accessed March
March 2015.
2015.

16
16 I.
1. D. Steiner,
Steiner, Group
Group Processand
Process and Productivity(New
Productivity York: Academic
(New York: Academic Press,
Press, 1972);
1972); J.
J. E.
E. McGrath,
McGrath, Groups:
Groups:
Interaction
Interaction and
and Performance(Englewood
Performance (Englewood Cliffs,
Cliffs, NJ:
NJ: Prentice-Hall, 1984).
Prentice-Hall, 1984).

17 “"J.
17 J.Richard
Richard Hackman
Hackman 2012
2012 Lifetime
Lifetime Achievement
Achievement Award
Award Address
Address andand Interview,
Interview,"” Academy
Academy of Management,
Management,
http://www.obweb.org/index.php?option=com_content&view=article&id=2462:2012 -lifetime-achievement
http://www.obweb.org/ index.php?option=com_content&View=article&id=2462:2012-lifetime-achievement- -
award -address
-by-richard-hackman&catid=41:awards
award-address-by-richard-hackman&catid=41:awards; ; R. Wageman,“"Critical
R. Wageman, Critical Success
Success Factors
Factors for Creating
Creating
Supe rb Self
Superb -ManagingTeams
Self-Managing Teams,",” Organizational
Organizational Dynamics
Dynamics 26
26,, no.
no. 1 (1997):
(1997): 49–61.
49-61.

18
18 J.
J. R.
R. Hackman,
Hackman, Collaborative
Collaborative Intelligence:
Intelligence: Using
Using Teams
Teams to Solve
Solve Hard Problems(San
Hard Problems (San Francisco:
Francisco: Berrett-Koehler,
Berrett-Koehler,
2011
2011).).

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 44
93
19
19 J.
J. R.
R. Hackman,
Hackman, Leading
Leading Teams:
Teams: Setting
Setting the
the Stage for Great
Stage for Great Performances(Boston:
Performances (Boston: Harvard
Harvard Business
Business School
School Press,
Press,
2002):
2002): 95;
95; and
and J.
J. R.
R. Hackman
Hackman and
and R. Wageman,“"When
R. Wageman, When and
and How Team
Team Leaders
Leaders Matter,
Matter,"” Research
Research in
Organizational
Organizational Behavior
Behavior 26
26 (2005):
(2005): 60.
60.

20
20 J.
J. R.
R. Hackman,
Hackman, Leading
Leading Teams:
Teams: Setting
Setting the
the Stage for Great
Stage for Great Performance
Performancess (Boston:
(Boston: Harvard
Harvard Business
Business School
School Press,
Press,
2002) , 95;and
2002),95; and J.
J. R.
R. Hackman
Hackman and
and R. Wageman,“"When
R. Wageman, When and
and How Team
Team Leaders
Leaders Matter,” Research
Matter," Research in
Organizational
Organizational Behavior
Behavior 26
26 (2005):
(2005): 60.
60.

21
21 C.
C. Heath
Heath and
and N. Staudenmayer,
Staudenmayer, “"Coordination
CoordinationNeglect:
Neglect: How Lay
Lay Theories
Theories of Organizing
Organizing Complicate
Complicate
Coordination
Coordination in Organizations,” Research
Organizations," Research in Organizational
Organizational Behavior
Behavior 22
22 (2000):
(2000): 153–191.
153-191.

22
22 In The
The Wisdom
Wisdom of Teams
Teams ((Boston:
Boston:Harvard
Harvard Business
Business School
School Press,
Press, 1993), J.
1993), J. Katzenbach
Katzenbach andand D. Smith
Smith suggest
suggest a a
range
range of 6 to 12.
12. In his
his seminar
seminar on tteams,
eams,J.
J. R
R.. Hackman
Hackman speculated
speculated on an
an ideal
ideal team
team size
size of 6
6 (or at
at most,
most, 8) 8) (i
(inn J.
J.
R.
R. Hackman
Hackman and and N. Vidmar,
Vidmar, “"Effects
Effectsof Size
Size and
and Task
Task Type
Type on Group
Group Performance
Performance and and Member
Member Reactions
Reactions," ,”
Sociometry
Sociometry (1970):
(1970): 37 –54; Hackman
37-54; Hackman andand Vidmar find people
people preferred
preferred group
group sizes
sizes averaging
averaging 4.8.
4.8. However,
However,
emerging
emerging research
research suggests
suggests that
that size
size might
might operate
operate differently
differently the
the more
more fluid and
and distributed
distributed the
the team
team isis;; see
see A.
Mao
Mao et
et al.,
aI., “"An
An Experimental
Experimental Study
Study of Team
Team Size
Size and
and Performance
Performance on a a Complex
Complex TaskTask,",” PLoS
PLoS One
One 11
11,, no.
no. 4
(2016):
(2016): 1–22.
1-22.

23
23 A. Mao
Mao et
et al.,
aI., “"An
An Experimental
Experimental Study
Study of Team
Team Size
Size and
and Performance
Performance on a
a Complex
Complex Task,” PLoS
Task," PLoS One
One 11
11,, no.
no. 4
(2016):
(2016): 1–22.
1-22.

24
24 C.
C. Cheng
Cheng et
et al
aI.,., “"Finding
Finding the
the Right
Right Mix: How the
the Composition
Composition of Self -ManagingMulticultural Teams’
Self-Managing Teams' Culture
Culture
Value
Value Orientation
Orientation IInfluences
nfluencesPerformance
Performance over Time,
over Time,"” Journal
Journalof Organizational
Organizational Behavior
Behavior 33
33 (2012):
(2012): 389–411.
389-411.

25
25 T.
T. Neeley,
Neeley, “"Global
GlobalBusiness
Business Speaks
Speaks English: You Need
English: Why You Need a
a Language
Language Strategy
Strategy Now
Now,, ”" Harvard
Harvard Business
Business Review
Review
90
90 ((May
May 2012):
2012): 116 –124.
116-124.

26
26 K.
K. A. Jehn,
Jehn, G.
G. B.
B. Northcraft,
Northcraft, and
and M. A. Neale,
Neale, “"Why
Why Differences
Differences Make
Make aa Difference:
Difference: A Field Studyof Diversity,
Field Study Diversity,
Conflict and
and Performance
Performance in Workgroups,"
Workgroups,” Administrative
AdministrativeScience
Science Quarterly
Quarterly 44
44,, no.
no. 4 (1999):
(1999): 741–763.
741-763.

27
27 C.
C. K. W. DeDe Dreu
Dreu and
and L.
L. R.
R. Weingart,
Weingart, “"Task
TaskVersus
Versus Relationship
Relationship Conflic
Conflict,t, Team
Team Performance,
Performance, and and Team
Team
Member
Member Satisfaction:
Satisfaction: A Meta -Analysis,” Journal
Meta-Analysis," Journalof Applied
AppliedPsychology
Psychology 88
88,, no.
no. 4 (2012):
(2012): 741;
741; P.
P. J.
J. Hinds
Hinds and
and M.
Mortensen,
Mortensen, “"Understanding
UnderstandingConflict in Geographically
Geographically Distributed
Distributed Teams:
Teams: TheThe Moderating
Moderating Effects
Effects of Shared
Shared
Identity,
Identity, Shared
Shared Context,
Context, and
and Spontaneous
Spontaneous Communication,
Communication,"” Organization
Organization Science
Science 16
16,, no.
no. 3 (2005):
(2005): 290 –307;and
290-307; and
L.
L. A. Hill
Hill and
and M. Farkas, A Note
Farkas, A Note on
on Building
Building and
and Leading
Leading Your
Your Senior
Senior Team
Team,, HBS
HBS No.
No. 402 -037(Boston:
402-037 (Boston: Harvard
Harvard
Business
Business Publishing,
Publishing, 2002).
2002).

28
28 M. R.
R. Banaji
Banaji and
and A. G.
G. Greenwald,
Greenwald, Blind Spot:
Spot: Hidden
Hidden Biases
Biases of Good
Good People
People (New York: Random
(New York: Random House,
House, 2013).
2013).

29
29 J.
J. T. Polzer,
Polzer, L.
L. P.
P. Milton, and
and W. B.
B. Swarm,
Swarm, “"Capitalizing
Capitalizingon Diversity:
Diversity: Interpersonal
Interpersonal Congruence
Congruence in Small
Small Work
Groups,
Groups,"” Administrative
AdministrativeScience
Science Quarterly
Quarterly 47
47,, no.
no. 2 (2002):
(2002): 296–324.
296-324.

30
30 C.
C. B.
B. Gibson
Gibson and
and F.
F. A. Vermeulen.
Vermeulen. “Healthy
"Healthy Divide:
Divide: Subgroups
Subgroups as
as a
a Stimulus
Stimulus for Team
Team Learning
Learning Behavior,”
Behavior,"
AdministrativeScience
Administrative Science Quarterly
Quarterly 48
48,, no.
no. 2 (2003):
(2003): 202–239.
202-239.

31
31 M. McPherson,
McPherson, L L.. Smith -Lovin, and
Smith-Lovin, and J.
J. M. Cook,
Cook, “"Birds
Birds of a
a Feather:
Feather: Homophily in Social
SocialNetworks,
Networks,"” Annual
Review
Review of Sociology
Sociology 27
27 (2001):
(2001): 415–444.
415-444.

32
32 C.
C. B.
B. Gibson
Gibson and
and F.
F. A. Vermeulen,
Vermeulen, “"Healthy
HealthyDivide:
Divide: Subgroups
Subgroups as
as a
a Stimulus
Stimulus for Team
Team Learning
Learning Behavior,
Behavior,"”
AdministrativeScience
Administrative Science Quarterly
Quarterly 48
48,, no.
no. 2 (2003):
(2003): 202–239; and
202-239; and A. MM.. Ca rton and
Carton and J.
J. N. Cummings,
Cummings, “"A
A Theory
Theory of
Subgroups
Subgroups in Work Teams,
Teams,"” Academy
Academyof Management
Management Review
Review 37
37,, no.
no. 3 (2012):
(2012): 441 –470.
441-470.

33
33 D. C.
C. Lau
Lau and
and J.
J. K.
K. Murnighan,
Murnighan, “"Demographic
DemographicDiversity
Diversity and
and Faultlines:
Faultlines: The
The Compositional
Compositional Dynamics
Dynamics of
Organizational
Organizational Groups,
Groups,"” Academy
Academyof Management
Management Review
Review 2323,, no.
no. 2 (1998):
(1998): 325–340;D. C.
325-340; C. Lau
Lau and
and J.J. K.
Murnighan,
Murnighan, “"Interactions
InteractionsWithin Groups
Groups and
and Subgroups:
Subgroups: TheThe Effects
Effects of Demographic
Demographic Faultlines,
Faultlines,"” Academy
Academyof
Management Journal48
Management Journal 48,, no.
no. 4 (2005):
(2005): 645 –659;and
645-659; and J.
J. Li and
and D. C.C. Hambrick,
Hambrick, “"Factional
FactionalGroups:
Groups: A New
New Vantage
Vantage
on Demographic
Demographic Faultlines,
Faultlines, Conflict,
Conflict, and
and Disintegration
Disintegration in Work Teams,
Teams,"” Academy
Academyof Management Journal48
Management Journal 48,,
no.
no. 5 (2005):
(2005): 794 –813.
794-813.

34
34 C.
C. B.
B. Gibson
Gibson and
and F.
F. A. Vermeulen,
Vermeulen, “"Healthy
HealthyDivide:
Divide: Subgroups
Subgroups as
as a
a Stimulus
Stimulus for Team
Team Learning
Learning Behavior,
Behavior,"”
AdministrativeScience
Administrative Science Quarterly
Quarterly 48
48,, no.
no. 2 (2003):
(2003): 202–239; and
202-239; and A. MM.. Carton
Carton and
and J.
J. N. Cummings,
Cummings, “"A
A Theory
Theory of
Subgroups
Subgroups in Work Teams,
Teams,"” Academy
Academyof Management
Management Review
Review 37
37,, no.
no. 3 (2012):
(2012): 441 –470.
441-470.

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 45
94
35
35 See,
See, e.g.,
e.g., T. Neeley,
Neeley, Teaching
Teaching Note:
Note: Managing
Managing a Glo bal Team:
Global Team: Greg Jamesat Sun
Greg James Sun Microsystems, Inc. (A) and
Microsystems, Inc. and (B)
(B),,
HBS
HBS No.
No. 410 -014(Boston:
410-014 (Boston: Harvard
Harvard Business
Business Publishing,
Publishing, 2012),
2012), pp.
pp. 2–4, for an
2-4, an excellent
excellent description
description of social
social
categorization
categorization by subgroup
subgroup and
and the
the negative
negative faultline
faultline behaviors
behaviors that
that can
can result.
result.

36
36 D. C
C.. Lau
Lau and
and J.
J. K.
K. Murnighan,
Murnighan, “"Interactions
InteractionsWithin Groups
Groups and
and Subgroups:
Subgroups: The
The Effects
Effects of Demographic
Demographic
Faultlines,
Faultlines,"” Academy
Academyof Management Journal48
Management Journal 48,, no.
no. 4 (2005):
(2005): 645–659.
645-659.

37
37 D. C.
C. Lau
Lau and
and J.
J. K.
K. Murnighan,
Murnighan, “"Demographic
DemographicDiversity
Diversity and
and Faultlines:
Faultlines: The
The Compositional
Compositional Dynamics
Dynamics of
Organizational
Organizational Groups ,” Academy
Groups," Academyof Management
Management Review
Review 23
23,, no.
no. 2 (1998):
(1998): 325–340.
325-340.

38
38 D. C.
C. Lau
Lau and
and J.
J. K.
K. Murnighan,
Murnighan, “"Interactions
InteractionsWithin Groups
Groups and
and Subgroups:
Subgroups: The
The Effects
Effects of Demographic
Demographic
Faultlines,
Faultlines,"” Academy
Academyof Management Journal48
Management Journal 48,, no.
no. 4 (2005):
(2005): 645–659.
645-659.

39
39 A. W. Woolley
Woolley etet al.,
a!., “"Evidence
Evidencefor a
a Collective
Collective Intelligence
Intelligence Factor
Factor in the
the Performance
Performance of Human
Human Groups,
Groups,"” Science
Science
330
330,, no.
no. 6004
6004 (2010): 686–688.
(2010):686-688.

40
40 D. Engel
Engel et
et al.
a!.,, “"Reading
Readingthe
the Mind in the
the Eyes
Eyes or Reading
Reading B etweenthe
Between the Lines?
Lines? Theor
Theory y of Mind Predicts
Predicts Collective
Collective
Intelligence
Intelligence Equally
Equally Well Online
Online and
and Face -t o-Face, ” PloS
Face-to-Face," PloS One
One 9
9,, no.
no. 12
12 (2014):
(2014): e115212.
e1l5212.

41
41 S.
S. Baron -Cohen, “"The
Baron-Cohen, The ‘Reading
'Reading the
the Mind in the the Eyes’
Eyes' Test
Test Revised
Revised Version:
Version: A Study
Studywith
with Normal
Normal Adults,
Adults, and
and
Adults with Asperger
Adults with Asperger Syndrome
Syndrome o orr High -FunctioningAutism
High-Functioning Autism,",” Journal
Journalof Child
Child Psychology
Psychology and
and Psychiatry
Psychiatry 42
42,, no.
no.
2 (2001):
(2001): 241–251; A. W. Woolley
241-251; Woolley et et al.,
a!., “"Evidence
Evidencefor aa Collective
Collective Intelligence
Intelligence Factor
Factor in the
the Performance
Performance of
Human
Human Groups,
Groups,"” Science
Science 330
330,, no.
no. 6004
6004 (2010):
(2010): 686 –688.
686-688.

42
42 R.
R. S.
S. Huckman,
Huckman, B.
B. R.
R. Staats,
Staats, and
and D. M. Upton,
Upton, “"Team
TeamFamiliarity,
Familiarity, Role
Role Experience,
Experience, and
and Performance:
Performance: Evidence
Evidence
from Indian Software
Software Services ,” Management
Services," Management Science
Science 55
55,, no.
no. 1 (2009):
(2009): 85–100.
85-100.

43
43 R.
R. S.
S. Huckman,
Huckman, B.
B. R.
R. Staats,
Staats, and
and D. M. Upton,
Upton, “"Team
TeamFamiliarity,
Familiarity, Role
Role Experience,
Experience, and
and Performance:
Performance: Evidence
Evidence
from Indian Software
Software Services ,” Management
Services," Management Science
Science 55
55,, no.
no. 1 (2009):
(2009): 85–100.
85-100.

44
44 J.
J. R.
R. Hackman,
Hackman, Leading
Leading Teams:
Teams: Setting
Setting the
the Stage for Great
Stage for Great Performances
Performances (Boston:
(Boston: Harvard
Harvard Business
Business School
School Press,
Press,
2002) , 4, 27,57.
2002),4,27,57.

45
45 J.
J. R.
R. Hackman,
Hackman, Leading
Leading Teams:
Teams: Setting
Setting the
the Stage for Great
Stage for Great Performances
Performances (Boston:
(Boston: Harvard
Harvard Business
Business School
School Press,
Press,
2002)
2002);; D. M. Wegner,
Wegner,“"Transactive
TransactiveMemory:
Memory: A Contemporary
Contemporary Analysis
Analysis of the
the Group
Group Mind
Mind,, ”" iin
n Theories
Theories of Group
Group
Behavior
Behavior,, edited
edited by B.
B. Mullen and
and G.
G. R.
R. Goethals
Goethals ((New
New York:
York: Springer -Verlag,1986
Springer-Verlag, ), 185
1986), –205.
185-205.

46
46 A. Edmondson,
Edmondson, Teaming:
Teaming: How
How Organizations
Organizations Learn,
Learn, Innovate,
Innovate, and
and Compete
Compete in the KnowledgeEconomy
the Knowledge Economy(New
(New
York: John
York: John Wiley & Sons,
Sons, 2012)
2012),, 13.
13.

47
47 D. M. Wegner,
Wegner,“"Transactive
TransactiveMemory:
Memory: A Contempor
Contemporaryary Analysis
Analysis of the
the Group
Group Mind
Mind,, ”" iin
n Theories
Theories of Group
Group
Behavior
Behavior,, edited
edited by B.
B. Mullen and
and G.G. R.
R. Goethals
Goethals ((New
New York:
York: Springer -Verlag,1986
Springer-Verlag, ), 185
1986), –205;K.
185-205; K. Lewis,
Lewis,
“"Knowledge
Knowledgeand and Performance
Performance iin
n Knowledge -Worker Teams:
Knowledge-Worker Teams: A Longitudinal
Longitudinal Study
Study o
off Transactive
Transactive Memory
Memory
S ystems,” Management
Systems," Management Science
Science 50
50 (2004):
(2004): 1519 –1533;Y.
1519-1533; Y. Ren
Ren and
and L
L.. Argote
Argote,, “"Transactive
TransactiveMemory
Memory Systems
Systems 1985 –
1985-
2010:
2010: An Integrative
Integrative Framework
Framework o off Key
Key Dimensions,
Dimensions, Antecedents,
Antecedents, a nd Consequences
and Consequences," ,” Academy
Academyof Management
Management
Annals5 (2011):
Annals (2011): 189 –229.
189-229.

48
48 K.
K. Lewis,
Lewis, “"Knowledge
Knowledgeand
and Performance
Performance iin
n Knowledge -Worker Teams:
Knowledge-Worker Teams: A Longitudinal
Longitudinal Study
Study o
off Transactive
Transactive
Memory
Memory Systems ,” Management
Systems," Management Science
Science 50
50 (2004):
(2004): 1519–1533; K. Lewis
1519-1533; Lewis and
and B.
B. Herndon
Herndon,, “"Transactive
TransactiveMemory
Memory
Systems:
Systems: Current
Current Issues
Issues and Future
and Future Research
Research Directions ,” Organi
Directions," zation Science
Organization Science 22
22,, no.
no. 4 (2011):
(2011): 1254–1265.
1254-1265.

49
49 J.
J. R.
R. Hackman,
Hackman, Leading
Leading Teams:
Teams: Setting
Setting the
the Stage for Great
Stage for Great Performances
Performances (Boston:
(Boston: Harvard
Harvard Business
Business School
School Press,
Press,
2002) , 99.
2002),99.

50
50 For more
more information,
information, see,
see, e.g., J. S.
e.g., J. S. DeMatteo,
DeMatteo, L.L. T. Eby,
Eby, and
and E.E. Sundstrom,
Sundstrom, “"Team-Based
Team-BasedRewards:
Rewards: Current
Current
Em pi rical Evidence
Empirical Evidence," ,” Research
Research in Organizational
Organizational Behavior
Behavior 20
20 (1998):
(1998): 141 –183;L.
141-183; L. N. McClurg,
McClurg, “"Team
TeamRewards:
Rewards:
How Far
Far Have
Have We We Come?
Come?"” Human
Human Resource
Resource Management
Management 40 40,, no.
no. 1 (2001):
(2001): 73 –86;B.
73-86; B. L.
L. Kirkman
Kirkman andand D. L.
L.
Shapiro,
Shapiro, “"Understanding
UnderstandingWhy T eamMembers
Team Won’t Share
Members Won't Share aann Examination
Examination of Factors
Factors Related
Related to Employee
Employee
Receptivity
Receptivity to Team -BasedRewards
Team-Based Rewards," ,” Small
Small Group
Group Research
Research 31
31,, no.
no. 2 (2000):
(2000): 175 –209;R.
175-209; R. J.
J. Magjuka
Magjuka andand T. T.
T.
Baldwin,
Baldwin, “"Team-Based
Team-BasedEmployee
Employee Involvement
Involvement Programs:
Programs: Effects
Effects of Design
Design andand Adm inistration,” Personnel
Administration," Personnel
Psychology
Psychology 44 44,, no.
no. 4 (1991):
(1991): 793 –812;R.
793-812; Wageman,“"Critical
R. Wageman, Critical Success
Success Factors
Factors for Creating
Creating Superb
Superb Self -Managing
Self-Managing
Teams
Teams," ,” Organizational
Organizational Dynamics
Dynamics 26 26,, no.
no. 1 (1997):
(1997): 49–61;Beersma,
49-61; Beersma, B., B., et
et al.
a!. “"Cooperation,
Cooperation,Competition,
Competition, andand
Team
Team Performance:
Performance: Toward
Toward a a Contingency
Contingency A pproach,” Academy
Approach," Academyof Management
Management JournalJournal4646,, no.
no. 5 (2003):
(2003): 572
572-–
590.
590.

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 46
95
51
51 J.
J. R.
R. Hackman
Hackman and
and R. Wageman,“"A
R. Wageman, A Theory
Theory of Team
Team Coaching,” Academy
Coaching," Academyof Management
Management Review
Review 30
30,, no.
no. 2
(2005):
(2005): 275–276.
275-276.

52
52 R. Wageman,C.
R. Wageman, C. M. Fisher,
Fisher, and
and J.
J. R
R.. Hackman,
Hackman, “"Leading
LeadingTeams When the
Teams When the Time
Time IIss Right:
Right: Finding
Finding the
the Best
Best
Moments
Moments to Act,” Organizational
Act," Organizational Dynamics
Dynamics 38
38,, no.
no. 3 (2009):
(2009): 192–203.
192-203.

53
53 R. Wageman,C.
R. Wageman, C. M. Fisher,
Fisher, and
and J.
J. R.
R. Hackman,
Hackman, “"Leading
LeadingTeams When the
Teams When the Time
Time IIss Right:
Right: Finding
Finding the
the Best
Best
Moments
Moments to Act,” Organizational
Act," Organizational Dynamics
Dynamics 38
38,, no.
no. 3 (2009):
(2009): 192–203.
192-203.

54
54 S.
S. L.
L. Blader
Blader and
and T. R.R. Tyler,
Tyler, “"Testing
Testingand
and Extending
Extending tthe
he Group
Group Engagement
Engagement Model:
Model: Linkages
Linkages Between Social
Between Social
Identity,
Identity, Procedural
Procedural Justice,
Justice, Economic
Economic Outcomes,
Outcomes, a nd Extrarole
and Extrarole Behavior
Behavior," ,” Journal
Journalof Applied
AppliedPsyc hology94
Psychology 94,, no.
no. 2
(2009):
(2009): 445 –464.T.
445-464. T. R.
R. Tyler and
and S.
S. L.
L. Blader,
Blader, “"The
The Group
Group Engagement
Engagement Model:
Model: Procedural
Procedural Justice,
Justice, Social
Social Identity,
Identity,
and Cooperative
and Cooperative Behavior
Behavior," ,” Personality
Personality and
and Social
Social Psychology
Psychology Review
Review 7 7,, no.
no. 4 (2003):
(2003): 349–361; T. R.
349-361; R. Tyler
Tyler and
and S.S. L.
L.
Blader,
Blader, ed s.,Cooperation
eds., Cooperation in Groups:
Groups: Procedural Justice,Social
Procedural Justice, Social Identity,
Identity, and
and Behavioral Engagement
Behavioral Engagement ((Philadelphia:
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Psychology
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2000).

55
55 J.
J. R.
R. Hackman
Hackman and
and R. Wageman,“"A
R. Wageman, A Theory
Theory of Team
Team Coaching,” Academy
Coaching," Academyof Management
Management Review
Review 30
30,, no.
no. 2
(2005):
(2005): 275–276.
275-276.

56
56 D. Garvin,
Garvin, A. B. Wagonfeld,and
B. Wagonfeld, and L.
L. Kind, “"Google's
Google’sProject
Project Oxygen:
Oxygen: Do Managers
Managers Matter?” HBS
Matter?" HBS No.
No. 9-313-110
9-313-110
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Harvard Business
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57
57 A. Edmondson,
Edmondson, Teaming:
Teaming: How
How Organizations
Organizations Learn,
Learn, Innovate,
Innovate, and
and Compete
Compete in the KnowledgeEconomy
the Knowledge Economy(New
(New
York: John
York: John Wiley & Sons,
Sons, 2012), 118–135.
2012),118-135.

58
58 N. R.R. Anderson
Anderson and
and M. A. West,
West, “"Measuring
MeasuringClimate
Climate ffor
or Work Group
Group Innovation:
Innovation: Development
Development and Validation
and Validation
of tthe
he Team
Team Climate
Climate Inventory,” Journal
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235-258.

59
59 A. W. Woolley
Woolley etet al.,
aI., “"Evidence
Evidencefor a
a Collective
Collective Intelligence
Intelligence Factor
Factor in the
the Performance
Performance of Human
Human Groups,
Groups,"” Science
Science
330
330,, no.
no. 6004
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60
60 A. Pentland,
Pentland, “"The
The New
New Science
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Great Teams,” Harvard
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90 ((April
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60-69.

61
61 A. Pentland,
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The New
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60-69.

62
62 K.
K. Crouse,
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In Hockey
Hockey Loss,
Loss, Russian
Russian Pride
Pride Leads
Leads to Gloom,” New
Gloom," New York
York Times
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February 19,
19, 2014.
2014.

63
63 S.
S. Simmons,“"Russia
Simmons, RussiaCoach
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Dumps on Ovechin
on Ovechin A fter Loss
After Loss to Finland,” Toronto
Finland," Toronto Sun
Sun,, February
February 19,
19, 2010.
2010.

64
64 S.
S. Simmons,“"Russia
Simmons, RussiaCoach
Coach Dumps
Dumps on Ovechin
on Ovechin A fter Loss
After Loss to Finland,”
Finland," Toronto
Toronto Sun
Sun,, February
February 19,
19, 2010.
2010.

65
65 I.
1. Chadband,
Chadband, “"Sochi
Sochi2014:
2014: Dismay
Dismay for Vladimir Putin as
as Russia
Russia C rashO
Crash ut of Winter Olympics
Out Olympics IIce
ceH ockey
Hockey
T ournamentto Finla
Tournament nd,” The
Finland," The Telegraph
Telegraph (UK), February
February 19,
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2014.

66
66 B.
B. Tuckman
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Stagesof Small -Group Development
Small-Group Development Revisited,”
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Group and
and Organizational
Organizational Studies
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(1977):
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Tuckman, “"Developmental
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399
399;; C.
C. Gersick,
Gersick, “"Time
Time and
and Transition
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Teams: Toward
Toward aa New
New Model
Model of Group
Group Development
Development," ,” Academy
Academy
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Management Journal 31,, no.
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9-41.

67
67 MM.. Zellmer-Bruhn, M
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J. Waller, and D
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Ancona,, “"The
The Effect
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off Temporal
Temporal Entrainment
Entrainment on tthe
he Ability o
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o
Change
Change Their Routines ,” Research
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on Managing
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68
68 C.
C. Gersick,
Gersick, “"Time
Time and
and Transition
Transition in Work Teams:
Teams: Toward
Toward aa New
New Model
Model of Group
Group Development ,” Academy
Development," Academyof
Management Journal31
Management Journal 31,, no.
no. 1 (1988):
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P. Bordia,
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and J.
J. Duck,
Duck, “"Punctuated
PunctuatedEquilibrium and
and
Linear
Linear Progression:
Progression: Toward
Toward a a New
New Understanding
Understanding of Group
Group Development
Development,",” Academy
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106-117.

69
69 M
M.. J. Waller, M
J. Waller, M.. E.
E. Zellmer-Bruhn, and
Zellmer-Bruhn, and R
R.. C.
C. Giambatista
Giambatista,, “"Watching
Watchingthethe Clock:
Clock: Group
Group Pacing
Pacing Behavior
Behavior Under
Under
Dynamic
Dynamic Deadlines
Deadlines,",” Academy
Academyof Management Journal45
Management Journal 45,, no.
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1046-1055.

70
70 M. E.
E. Zellmer-Bruhn, “"Interruptive
Zellmer-Bruhn, Interruptive Eventsand
Events and TeamK
Team nowledgeA
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49,, no.
no. 4
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514-528.

71
71 A. W. Woolley,
Woolley,“"Means
Meansvs.
vs.Ends:
Ends: Implications
Implications of Process
Process and
and Outcome
Outcome Focus
Focus for Team
Team Adaptation
Adaptation and
and
Performance,” Organization
Performance," Organization Science
Science 20
20,, no.
no. 3 (2008):
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500-515.

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 47
96
72
72 D. Ancona,
Ancona, H. Bresman,
Bresman, and
and D. Caldwell,
Caldwell, “"The
The X Factor:
Factor: Six
Six Steps
Steps to Leading
Leading High-PerformingX
High-Performing -Teams,”
X-Teams,"
Organizational
Organizational Dynamics
Dynamics 38
38,, no.
no. 3 (2009):
(2009): 217 –224.
217-224.

73
73 D. Ancona
Ancona and
and H. Bresman
Bresman,, X-Teams:
X-Teams:How
How to Build Teams
Teams That
That Lead,
Lead, Innovate,
Innovate, and
and Succeed
Succeed ((Boston:
Boston:Harvard
Harvard
Business
Business School
School Press,
Press, 2007).
2007).

74
74 R. Wagemanet
R. Wageman et al.
aI.,, Senior
Senior Leadership
Leadership Teams
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(Boston: Harvard
Harvard Business
Business School
School Press,
Press, 2008).
2008).

75
75 C.
C. B.
B. Gibson
Gibson and
and R.
R. Dibble,
Dibble, “"Excess
ExcessMay Do Harm: Investigating
Investigating the
the Effect
Effect of Team
Team External
External Environment
Environment on
External
External Activities
Activities in Teams,
Teams,"” Organization
Organization Science
Science 24
24,, no.
no. 3 (2013):
(2013): 697 –715.
697-715.

76
76 http://www.agilemanifesto.org/
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77
77 H. K.
K. Gardner,
Gardner, “"Performance
PerformancePressure
Pressure as
as a
a Double -EdgedSword:
Double-Edged Sword: Enhancing
Enhancing Team
Team Motivation but
but Undermining
Undermining
the
the Use
Use of Team
Team Knowledge,
Knowledge,"” Administrative
AdministrativeScience
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Quarterly 57,, no.
no. 1 (2012).
(2012).

78
78 T.
T. Amabile
Amabile and
and S.
S. Kramer,
Kramer, The
The Progress
Progress Principle:
Principle: Using
Using Small
Small Wins
Wins to Ignite Joy,Engagement,
Ignite Joy, Engagement,and
and Creativity
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Work
Work (Boston:
(Boston: Harvard
Harvard Business
Business School
School Press,
Press, 2011).
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79
79 C.
C. Gersick,
Gersick, “"Time
Time and
and Transition
Transition in Work Teams:
Teams: Toward
Toward aa New
New Model
Model of Group
Group Development ,” Academy
Development," Academyof
Management Journal31
Management Journal 31,, no.
no. 1 (1988):
(1988): 9–41; A. Chang,
9-41; Chang, P.
P. Bordia,
Bordia, and J. Duck,
and J. Duck, “"Punctuated
PunctuatedEquilibrium and
and
Linear
Linear Progression:
Progression: Toward
Toward a a New
New Understanding
Understanding of Group
Group Development
Development,",” Academy
Academyof Management Journal46
Management Journal 46,,
no.
no. 1 (2003):
(2003): 106–117.
106-ll7.

80
80 J.
J. R.
R. Hackman
Hackman andand R. Wageman,“"A
R. Wageman, A Theory
Theory of Team
Team Coaching,
Coaching,"” Academy
Academyof Management
Management Review
Review 30
30,, no.
no. 2
(2005
(2005):): 269–287;and
269-287; and C.
C. Gersick,
Gersick, “"Time
Time and
and Transition
Transition in Work Teams:
Teams: Toward
Toward a
a New
New Model
Model of Group
Group
Development
Development," ,” Academy
Academyof Management Journal 31
Management Journal 31,, no.
no. 1 (1988):
(1988): 9–41.
9-41.

81
81 C.
C. M. Fisher,
Fisher, “"Intervening
InterveningWhen
When thethe Time
Time Is
Is Right:
Right: How the
the Timing of Formal
Formal Interventions
Interventions Affects
Affects Group
Group
Process
Process and
and Decisions,
Decisions,"” in Best
Best Paper
Paper Proceedings
Proceedings of the
the Seventy -FourthAnnual Meeting
Seventy-Fourth Meeting of the Academyof
the Academy
Management
Management,, edited J. Humphreys
edited by J. Humphreys (2014);
(2014); and
and R. Wageman,C.
R. Wageman, C. M. Fisher,
Fisher, and
and J.
J. R.
R. Hackman,
Hackman, “"Leading
LeadingTeams
Teams
When the
When the Time
Time Is Right:
Right: Finding
Finding the
the Best
Best Moments
Moments to Act,
Act,"” Organizational
Organizational Dynamics
Dynamics 38 38,, no.
no. 3 (2009):
(2009): 192–203.
192-203.

82
82 M J. Waller, M
J. Waller, M.. E.
E. Zellmer-Bruhn, and
Zellmer-Bruhn, and R
R.. C.
C. Giambatista, “"Watching
Giambatista, Watchingthe
the Clock:
Clock: Group
Group Pacing
Pacing Behavior
Behavior Under
Under
Dynamic
Dynamic Deadlines
Deadlines," ,” Academy
Academyof Management Journal45
Management Journal 45,, no.
no. 5 (2002):
(2002): 1046–1055.
1046-1055.

83
83 J.
J. R.
R. Hackman
Hackman and
and R. Wageman,“"A
R. Wageman, A Theory
Theory of Team
Team Coaching,
Coaching,"” Academy
Academyof Management
Management Review
Review 30
30,, no.
no. 2
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(2005): 269–287.
269-287.

84
84 J.
J. R.
R. Hackman
Hackman and
and R. Wageman,“"A
R. Wageman, A Theory
Theory of Team
Team Coaching,
Coaching,"” Academy
Academyof Management
Management Review
Review 30
30,, no.
no. 2
((2005):
2005):269 –287;and
269-287; and R. Wageman,C.
R. Wageman, C. M. Fisher,
Fisher, and
and J.
J. R.
R. Hackman,
Hackman, “Leading
"Leading Teams When the
Teams When the Time
Time Is
Is Right:
Right:
Finding
Finding the
the Best
Best Moments
Moments to Act,
Act,"” Organizational
Organizational Dy namics38
Dynamics 38,, no.
no. 3 (2009):
(2009): 192–203.
192-203.

85
85 E.
E. H. Schein,
Schein, Organizational
Organizational Culture
Culture and
and Leadership
Leadership,, 4th
4th ed
ed.. ((San
SanFrancisco:
Francisco: Jossey-Bass,2010
Jossey-Bass, ), 16.
2010), 16.

86
86 M. A. Marks,
Marks, J.
J. E.
E. Mathieu,
Mathieu, and
and S
S.. J.
J. Zaccaro
Zaccaro,, “"A
A Temporally
Temporally Based
Based Framework
Framework and Taxonomy
and Taxonomy o
off Team
Team
Processes,” Academy
Processes," Academyof Management
Management ReviewReview 26
26,, no.
no. 3 (2001):
(2001): 356–376.
356-376.

87
87 M. Chui et.
et. al.,
aI., The
The Social
Social Economy:
Economy: Unlocking
Unlocking Value
Value and
and Productivity
Productivity Through
Through Social
Social Technologies
Technologies ((McKinsey
McKinsey
Global
Global Institute,
Institute, 2012).
2012).

88
88 M. Haas
Haas and
and M. Mortensen,
Mortensen, “"The
The Secrets
Secrets of Great
Great Teamwork,” Harvard
Teamwork," Harvard BusinessReview
Business Review 94
94 ((June
June2016 ): 70
2016): –76.
70-76.

89
89 J.
J. R.
R. Hackman,
Hackman, “"Why
Why Teams
Teams Don’t Work, ” Harvard
Don't Work," Harvard Business
Business Review
Review 87
87 ((May
May 2002):
2002): 98–106;M. Haas
98-106; Haas and
and
M. Mortensen,
Mortensen, “The
"The Secrets
Secrets of Great
Great Teamwork,”
Teamwork," Harvard
Harvard Business
Business Review
Review 94
94 (June
(June 2016):
2016): 70–76.
70-76.

90
90 For a
a much
much more
more detailed
detailed treatment
treatment of organizational
organizational structure
structure and
and how
how it relates
relates to teams,
teams, please
please see
see E.
E. Bernstein
Bernstein
and
and N. Nohria,
Nohria, “Note
"Note on Organizational
Organizational Structure.”
Structure." Harvard
Harvard Business
Business School
School Note
Note 9 -491-083, rev.
9-491-083, rev. (Boston:
(Boston:
Harvard
Harvard Business
Business School
School Publishing,
Publishing, 2016 ).
2016).

91
91 E.
E. Trist,
Trist, “The
"The Evolution
Evolution o
off Socio-TechnicalSystems:
Socio-Technical Systems: A Conceptual
Conceptual Framework
Framework and
and an Action Research
an Research Program ,”
Program,"
iin
n Perspectives
Perspectives on
on Organizational
Organizational Design
Design and
and Behavior
Behavior,, edited
edited by A. Van
Van de
de Ven
Ven and
and W. Joyce
Joyce ((New
New York:
York: Wiley
Interscience,
Interscience, 1981 ).
1981).

92
92 http ://www.emeraldinsight.com/doi/abs/10.1108/09534819410056122
http://www.emeraldinsight.com/doi/abs/ 10.11 08/0953481941 0056122..

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAMS 48
97
93
93 Some well-cited examples
Some well-cited examples of the
the productivity benefits
benefits of self-managedteams
self-managed teams during
during this
this era
era include:
include: (1)
(1) tthe
he Volvo
Volvo
plant
plant in Kalmar,
Kalmar, Sweden,
Sweden, reduced
reduced defects
defects by 90%
90% in 1987
1987;; (2)
(2) FedEx
FedEx cut service
service errors
errors by 13%
13% in 1989
1989;; (3)
(3) in the
the
late
late 1980s
1980s and
and early
early 1990s,
1990s, C&S WholesaleGrocers
C&S Wholesale Grocers created
created a warehouseof self
a warehouse -managedteams,
self-managed which enjoyed
teams, which enjoyed aa
60%
60% cost
cost advantage
advantage over
over competitors;
competitors; (4)
(4) Corning’s
Corning's specialty
specialty cellular
cellular ceramics
ceramics plant
plant decreased
decreased defect
defect rates
rates from
1,800
1,800 parts
parts per
per million to nine
nine parts
parts per
per million; and
and (5)
(5) General
General Mills increased
increased productivity by up up to 40%
40% in
plants
plants that
that adopted
adopted self -managedteams.
self-managed teams.

94
94 http://www.holacracy.org/constitution
http://www.holacracy.org/constitution..

95
95 E.
E. Bernstein,
Bernstein, “"The
The TransparencyT
Transparency rap” Harvard
Trap" Harvard Business
Business Review 92
Review 92 (October
(October 2014): 58
2014): –66.
58-66.

96
96 http://hbr.org/2016/01/can
http://hbr.org/20 16/0 1/can--your
your--employees-
employees-really -speak-freely
really-speak- freely..

97
97 http://hbr.org/2000/05/building-an--innovation
http://hbr.org/2000/05/building-an innovation--factory-
factory-22..

98
98 http://hbr.org/2008/01/transforming
http://hbr.org/2008/0 1/transforming--giants.
giants.

99
99 Frederic
Frederic Laloux,
Laloux, "The
"The Future
Future of Management
Management Is Teal,"
Teal," Strategy
Strategy + Business
Business,, http://www.strategy
http://www.strategy--
business.com/article/00344?gko=10921
business.com/article/00344?gko=10921,, accessed
accessed August
August 29, 2016.
29,2016.

8306 |I Core
8306 Core Reading
Reading:: LEADIN
LEADINGG TEAM
TEAMSS 49
98
7 IINDEX
N D EX
actionteam
action teampurpose,
purpose,11 11 holacracy, 32,
holacracy, 32,33,
33,35,
35,36
36
actsofleadership
acts of leadership(shared -team
(shared-team
leadership), 3,
leadership), 3, 40
40 incentives,21
incentives, 21
adaptability, 34,
adaptability, 34,35
35 informational diversity,
informational diversity,13
13
Amazon,12
Amazon, 12 interactionworkers,
interaction workers,30
30
AOL, 16
AOL,16 interdependenttasks,
interdependent tasks, 10, 40
10, 40
Apple, 22,
Apple, 22,35
35 internal dynamics
internal dynamicsof teams,
teams,2727
architectrole
architect role of leaders,
leaders,9,9, 23,
23,31
31 interpersonalfear,
interpersonal fear,23
23
autonomy, 19,
autonomy, 19,20 20 intervention, 29,
intervention, 29,40
40
awareness
awareness teamprocess,
of team process,2626
job-basedfeedback,
job-based feedback,19, 20
19,20
balance on teams,
balance on teams,27
27 job design,
job design,19, 20
19,20
BostonConsulting
Boston Consulting Group,
Group, 27
27
knowledgeworkers,
knowledge workers,30
30
coach
coach role
role of leaders,
leaders, 23,
23, 26,
26, 31,
31, 38
38
colleague lettersof understanding
colleague letters understanding leader,
leader, use
use of term,
term, 3
(CLOUs)
(CLOUs),38 , 38 learning
learning team
team orientation,
orientation, 28
28
collective
collective intelligence
intelligence (“c”)
("c"),, 16
16,, 17, 24,25,
17,24,25, learning
learning team
team purpose,
purpose, 11
11
40
40
communication
communication patterns
patterns,, 24
24 McKinsey
McKinsey & Company,
Company, 14, 22
14,22
composition
composition of teams,
teams, 11,
11, 17
17 Morning Star,
Star, 32,
32, 34,
34, 38
38
consultative
consultative intervention,
intervention, 2929 motivational
motivational intervention,
intervention, 29
29
Myers-BriggsType
Myers-Briggs Type Indicator
Indicator (MBTI)
(MBT!) test
test,,
discipline,
discipline, in meetings,
meetings, 27
27 16
16
dissent,
dissent, 14
14
diversity
diversity,, 13,
13, 16, 40
16,40 negative
negative effect,
effect, 7
norms,
norms, 9,
9, 14,
14, 16, 22,24,25
16,22,24,25
educational
educational intervention,
intervention, 2929
effective
effective teams,
teams, coaching
coaching for, 2626 obligation
obligation to dissent,
dissent, 14
14
effective
effective teams,
teams, criteria
criteria for, 6 Olympics
Olympics hockey
hockey team
team,, 25
25
effective
effective teams,
teams, diversity
diversity for, 13
13 organizational
organizational structure,
structure, 32
32
emerg ent state
emergent state of
of team
team culture,
culture, 30
30 outcome -focusedteaming
outcome-focused teaming,, 27
27
evolution
evolution of teams,
teams, 5
execution
execution team
team orientation,
orientation, 2828 PepsiCo
PepsiCo,, 22
22
expertise
expertise team
team purpose,
purpose, 11 11 performance
performance pressure,
pressure, 28 28
exploration
exploration team
team orientation,
orientation, 2828 process-focusedteaming
process-focused teaming,, 27
27
external
external context
context of teams,
teams, 27
27 process
process gain
gain,, 7,
7, 8,
8, 41
41
process
process loss
loss,, 7,
7, 8,
8, 41
41
failures
failures of
of teams,
teams, 7 productivity,
productivity, and
and team
team size,
size, 11,
11, 12
12
familiarity
familiarity,, 18, 40
18,40 psychological
psychological safety
safety,, 14, 23,41
14,23,41
faultlines
faultlines,, 14,
14, 15,
15, 16, 40
16,40
fluid teaming,
teaming, 12 12 rainbow
rainbow teams,
teams, 1515
44-D
-D teams
teams,, 4, 31,40
4,31,40 Reading
Reading the Mind in thethe Eyes
Eyes test
test,, 17,
17, 18
18
red
red team/blue
team/blue team
team simulations,
simulations, 15
15
Google,
Google, 23,
23, 39
39 relaunch
relaunch,, 23,
23, 41
41
reliability, 34,
34, 35
35

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS
TEAMS 50
50
99
resources,
resources, 21
21,, 22
22 team
team development
development stages,
stages, 2626
rewards,
rewards, 21
21 team
team effectiveness,
effectiveness, 6, 6, 13
13
roles,
roles, adjusting
adjusting for team
team success,
success, 19
19 team
team failure,
failure, 7
roles,
roles, content
content of, 19
19 team
team launch
launch,, 3,
3, 5,
5,9,9, 21, 29,30,
21,29, 30, 31, 41
31,41
roles,
roles, nature
nature of,
of, 19
19 team
team learning,
learning, 22,
22, 23
23
roles,
roles, representation
representation of,
of, 20
20 team
team lifespan,
lifespan, 21
21
roles,
roles, self-managingorganizations
self-managing organizations and,
and, 38
38 team
team members,
members, composition
composition of, of, 11,
11, 17
17
team
team members,
members, proportion
proportion of women
womenas, as,
self-managedorganizations
self-managed organizations,, 17
17
characteristics
characteristics of, 3535 team
team process
process management
management,, 3, 3, 5,
5, 9,
9, 26,
26, 30,
30,
self-managedorganizations
self-managed organizations,, evolution
evolution of,
of, 31, 41
31,41
33
33 team
team purpose,
purpose, 10,10, 11 , 22
11,22
self-managedorganizations,
self-managed organizations, team
team size,
size, 11,
11, 12
12
organizational
organizational structure
structure of
of,, 32
32 team
team structure,
structure, 1919
self-managedorganizations
self-managed organizations,, performance
performance teaming
teaming,, 5,
5, 7,
7, 21
21,, 25
25,, 41
41
improvement
improvement methods
methods of, 3737 Time -Warner,16
Time-Warner, 16
self-managedprinciples,
self-managed principles, finding right transactive
transactive memory
memory system
system (TMS),
(TMS), 19, 41
19,41
amount
amount needed,
needed, 3939 turn -taking,17
turn-taking, , 24
17,24
self-organizingteams
self-organizing teams,, 32
32 two -pizzarule
two-pizza rule for team
team size,
size, 12
12
shared
shared awareness
awareness of teamprocess,
ofteam process, 26
26
size
size of teams,
teams, 11,
11, 12
12 United
United Airlines,
Airlines, 3
skills,
skills, tuning for team
team success,
success, 19
19
skill variety,
variety,19, 20
19,20 valuediversity,
value diversity, 13
13
social
social sensitivity
sensitivity,, 16 –18, 24,41
16-18,24,41 Valve,
Valve, 32,
32, 35,
35, 37,
37, 39
39
stars
stars on teams
teams,, 25
25
subgroups,
subgroups, 14, 14, 15
15 women,proportion of as
women, as team
team members,
members,
17
17
task
task identity,
identity, 19, 20
19,20
task
task significance,
significance, 19, 20
19,20 X-teams,27,
X-teams, 27, 28
28
team,
team, definition of, 4
team,
team, evolution
evolution of, 5 Zappos,32
Zappos,32
team
team culture
culture,, 4, 16,30,41
4,16,30,41
team
team design
design,, 3,
3, 5,
5, 9,
9, 30,
30, 31,
31, 36,
36, 41
41

8306 |I Core
8306 Core Reading
Reading:: LEADING
LEADING TEAMS 51
100