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Organizational Behavior 13th Edition
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Organizational Behavior, 13e Instructor’s Resource Guide
Chapter 7
THE NATURE OF TEAMS
STUDY QUESTIONS
1. What are teams and how are they used in organizations?

2. When is a team effective?
3. What are the stages of team development?
4. How can we understand teams at work?
CHAPTER OVERVIEW
This chapter focuses on the nature of teams in organizations. The chapter begins by defining the term
“team,” as a group of people working together to achieve a common purpose for which they hold
themselves collectively accountable. It discusses how teams in organizations serve different purposes—
some teams run things, some teams recommend things, and some teams make or do things. Organizations
can be viewed as interlocking networks of permanent teams such as project teams and cross-functional
teams, as well as temporary teams such as committees and task forces. The chapter then discusses when a
team is effective by achieving high levels of task accomplishment, member satisfaction, and viability to
perform successfully over the long term. Teams help organizations through synergy in task performance,
the creation of a whole that is greater than the sum of its parts. Teams help satisfy important needs for
their members by providing them with things like job support and social interactions. The stages of team
development – forming, storming, forming, performing, adjourning – and their somewhat distinct
management problems are covered followed by a description of how teams work.
CHAPTER OUTLINE
TEAMS IN ORGANIZATIONS
Teams and Teamwork
What Teams Do
Organizations as Networks of Teams
Cross-Functional and Problem-Solving Teams
Self-Managing Teams
Virtual Teams
TEAM EFFECTIVENESS
Criteria of an Effective Team
Synergy and Team Benefits
Copyright © 2014 John Wiley & Sons, Inc. 7-1

Social Facilitation
Social Loafing and Team Problems
STAGES OF TEAM DEVELOPMENT

Forming Stage
Storming Stage
Norming Stage
Performing Stage
Adjourning Stage
UNDERSTANDING TEAMS AND WORK

Team Resources and Setting
Team Task
Team Size
Team Composition
Team Diversity
CHAPTER LECTURE NOTES
LO 1: TEAMS IN ORGANIZATIONS
Teams and Teamwork
• A team is a group of people brought together to use their complementary skills to achieve a common
purpose for which they are collectively accountable.
• Teamwork occurs when team members accept and live up to their collective accountability by
actively working together so that all their respective skills are best used to achieve important goals.
What Teams Do
• In general, teams can be described three ways:

1. Teams that recommend things. Established to study specific problems and recommend solutions
for them, these teams typically work with a target completion date and often disband once the
purpose has been fulfilled.
2. Teams that run things. Such management teams consist of people with the formal responsibility
for leading other groups. These teams may exist at all levels of responsibility, from the individual
work unit composed of a team leader and team members to the top-management team composed
of a CEO and other senior executives.
3. Teams that make or do things. These are teams and work units that perform ongoing tasks such as
marketing, sales, systems analysis, or manufacturing. Members of these teams must have
effective long-term working relationships with one another, solid operating systems, and the
external support needed to achieve effectiveness over a sustained period of time.

Organizations as Networks of Teams
• A formal team is created and officially designated to serve specific organizational purposes.
• Permanent and ongoing teams include departments (e.g., market research department), divisions (e.g.,
consumer products division), or teams (e.g., product-assembly team) and can vary in size from very
small departments or teams of just a few people to large divisions employing a hundred or more
people.
• Temporary and short-lived teams include those created to solve specific problems or perform defined
tasks and include the many temporary committees and task forces that are important components of
any organization.
LECTURE ENHANCEMENT
Discuss with students the various formal teams to which they belong, or have belonged.
• Informal groups are unofficial and emerge to serve special interests. Two types of informal groups
include:
1. Friendship groups which consist of persons with natural affinities for one another. They tend to
work together, sit together, take breaks together, and even do things together outside of the
workplace.
2. Interest groups which consist of persons who share common interests. These may be job-related
interests, such as an intense desire to learn more about computers, or nonwork interests, such as
community service, sports, or religion.
• Social network analysis identifies the informal structures and their embedded social relationships that
are active in an organization.
Cross-Functional and Problem-Solving Teams
• A cross-functional team consists of members assigned from different functional departments or work
units. It plays an important role in efforts to achieve more horizontal integration and better lateral
relations.
• Cross-functional teams are a way of trying to beat the functional silos problem, also called the
functional chimneys problem. This problem occurs when members of functional units stay focused on
matters internal to their function and minimize their interactions with members dealing with other
functions.
• Problem-solving teams are created temporarily to serve a specific purpose by dealing with a specific
problem or opportunity. They exist as the many committees, task forces, and special project teams
that are common facts of working life.
• Employee involvement teams are a wide variety of teams whose members meet regularly to
collectively examine important workplace issues such as ways to enhance quality, better satisfy

customers, raise productivity, and improve the quality of work life. A quality circle is an example of
such a team that works on problems relating to quality and productivity.
Self-Managing Teams
• Self-managing teams (sometimes called self-directed work teams) are high-involvement work-groups
empowered to make the decisions needed to manage themselves on a day-to-day basis. It is important
that members are good at multiskilling, meaning they are able to perform many different jobs—even
all of the team’s jobs—as needed.
• Figure 7.1 in the textbook shows that members of true self-managing teams make their own decisions
about scheduling work, allocating tasks, training for job skills, evaluating performance, selecting new
team members, and controlling the quality of work.
• Expected benefits of self-managing teams:
o Better work quality
o Production flexibility and faster response to technological change
o Reduced absenteeism and turnover
o Improved work attitudes and quality of work life
• Potential difficulties of self-managing teams:
o It may be hard for some team members to adjust to the “self-managing” responsibilities
o Higher level managers may have problems dealing with the loss of the first-line supervisor
positions
Virtual Teams
The virtual team is one whose members work through computer mediation
Potential advantages of virtual teams:

• Bringing together people who may be located at great distances from one another for cost and time
efficiencies
• The electronic environment can help focus interaction and decision making on objective information
• Discussions and information can be electronically stored for continuous access and historical record
keeping
Potential downsides of virtual teams:

• Members of virtual teams can have difficulties establishing good working relationships.
• Lack of face-to-face interaction limits the role of emotions and nonverbal cues in the communication
process, perhaps depersonalizing relations among team members.
LO 2: TEAM EFFECTIVENESS
Criteria of an Effective Team

An effective team is one that achieves high levels of task performance, member satisfaction, and team
viability.
• Task performance ⎯ an effective group achieves its performance goals in the standard sense of
quantity, quality, and timeliness of work results.
• Member satisfaction ⎯ an effective group is one whose members believe that their participation and
experiences are positive and meet important personal needs.
• Team viability ⎯ an effective group has members who are sufficiently satisfied to continue working
well together on an ongoing basis and/or look forward to working together again at some future point
in time.
LECTURE ENHANCEMENT
A good way to expose students to the nature of effective groups is to ask them how they feel about
participating in groups. You will usually receive both highly positive and highly negative opinions.
Students who have been members of successful athletic, social, extracurricular, class-based, and/or work
groups will likely have quite positive attitudes. Those with less favorable experiences, such as students
who have encountered nonproductive groups in their classes, will likely be more skeptical of the utility of
groups and teams. For these students, the quip “A camel is a horse designed by a committee!” may ring
true. Point out that despite their potential drawbacks, groups and teams are an essential organizational
resource that all organizational members ⎯ but especially managers and leaders ⎯ must understand in
order to tap their full potential.
Synergy and Team Benefits
Effective groups offer the potential for synergy ⎯ the creation of a whole that is greater than the sum of
the parts.
Teams often have performance advantages over individuals acting alone in following situations:
1. When there is no clear expert in a particular task or problem.
2. When problems are complex, requiring a division of labor and the sharing of information.
3. Teams can be more creative and innovative because of their tendencies to make riskier decisions.
Potential benefits for team members include the following:

• People learn from each other and share job skills and knowledge.
• Groups are important sources of need satisfaction for their members.
• Members can provide emotional support for each other in times of crisis or pressure.
• Members’ contributions can help them experience self-esteem and personal involvement.
Social Facilitation
Social facilitation is the tendency for one’s behavior to be influenced by the presence of others in a group
or social setting.

Social facilitation theory indicates that working in the presence of others creates an emotional arousal or
excitement that stimulates behavior and therefore affects performance.
• Arousal tends to work positively when a person is proficient with the task.
• Arousal tends to work negatively when the task is not well learned.
Social Loafing and Team Problems
Social loafing, also known as the Ringelmann effect, is the tendency of people to work less hard in a
group than they would individually.
People may not work hard in groups for the following reasons:
• Their individual contributions are less noticeable in the group context.
• They prefer to see others carry the workload.
Social loafing may be diminished or prevented by doing the following:

• Define roles and tasks to maximize individual interests.
• Raise accountability by making individual performance expectations clear and identifiable.
• Tie individual rewards to their performance contribution to the group.
Other common problems of teams include:

• Personality conflicts and differences in work styles
• Team members who withdraw from active participation due to uncertainty over tasks or battles about
goals or competing visions
• Ambiguous agendas or ill-defined problems that cause fatigue and loss of motivation
• Not everyone is always ready to do group work.
LO 3: STAGES OF TEAM DEVELOPMENT
Figure 7.2 in the textbook describes the five stages of team development as forming, storming, norming,
performing, and adjourning.
Forming Stage
• In the forming stage of group development, a primary concern is the initial entry of members to a
group.
• Members are interested in getting to know each other and discovering what is considered acceptable
behavior, in determining the real task of the group, and in defining group rules.
Storming Stage
• The storming stage of group development is a period of high emotionality and tension among the
group members.

• Hostility and infighting may occur, the group typically experiences many changes, and coalitions or
cliques may form
• Members’ expectations tend to be clarified, and attention shifts toward obstacles standing in the way
of group goals.
• Individuals begin to understand one another’s interpersonal styles.
• Efforts are made to find ways to accomplish group goals while satisfying individual needs.
Norming Stage
• The norming stage of group development, sometimes called initial integration, is the point at which
the group begins to come together as a coordinated unit.
• The turmoil of the storming stage gives way to a precarious balancing of forces.
• Group members strive to maintain a positive balance and the desire for group harmony may obscure
group problems.
• Some members may mistake norming as the stage of ultimate maturity.
Performing Stage
• The performing stage, sometimes called total integration, marks the emergence of a mature,
organized, and well-functioning group.
• Complex tasks and internal disagreements are handled in creative ways.
• Members are motivated by group goals and are generally satisfied.
• The primary challenges are continued efforts to improve relationships and performance.
• Group members are able to adapt successfully to changing opportunities and demands.
• A group that has achieved total integration will reflect the maturity end of the ten continua that are
shown in Figure 7.3 from the textbook.
Adjourning Stage
• In the adjourning stage, a well-integrated group is able to disband, if required, with its work is
accomplished.
• The adjourning stage is especially important for temporary groups.
• The willingness to disband when the job is done and to work well together in future responsibilities,
group or otherwise, is an important long-run test of group success.
LECTURE ENHANCEMENT
Ask students to describe their experiences with different teams within the context of stages of group
development. What happened for them at each stage? How do the students’ experiences compare to the
ideas presented above? Did anyone have an experience wherein the group seemed to get stuck at one
particular stage ⎯ say, the storming stage? What happened, and what insights does it provide?

LO 4: UNDERSTANDING TEAMS AT WORK
Figure 7.4 in the textbook shows team effectiveness being influenced by both inputs—“right players in
the right seats,” and by processes—“on the same bus, headed in the same direction.”
LECTURE ENHANCEMENT
If you have assigned group projects to your students, be sure to relate the open systems model in Figure
7.4 to their group experiences. Throughout your discussion, ask students to indicate how the various
group inputs (i.e., tasks; goals, rewards, and resources; technology; membership diversity; and group size)
and group processes (i.e., group and intergroup dynamics) affected their group performance, satisfaction,
and future viability.
Team Resources and Setting
• Appropriate goals, well-designed reward systems, adequate resources, and appropriate technology are
all essential to support the work of teams.
• Team performance can suffer when resources—information, budgets, work space, deadlines, rules
and procedures, technologies, and the like—are insufficient to accomplish the task. By contrast,
having a supportive organizational setting within which to work can be a strong launching pad for
team success.
Nature of the Team Task
Tasks place different demands on groups, with varying implications for group effectiveness.
• The technical demands of a group’s task include its routineness, difficulty, and information
requirements.
• The social demands of a task involve relationships, ego involvement, controversies over ends and
means, and the like.
• Tasks that are complex in technical demands require unique solutions and more information
processing.
• Tasks that are complex in social demands involve difficulties reaching agreement on goals or
methods for accomplishing them.
Team Size
The size of a team, as measured by the number of its members, can make a difference in a team’s
effectiveness.
• As a team becomes larger, more people are available to divide up the work and accomplish needed
tasks, which can increase performance and member satisfaction, but only up to a point.

• As a team size continues to grow, communication and coordination problems often set in, and in turn
satisfaction may decline while turnover, absenteeism, social loafing, and team logistical problems
may increase.
• A good size for problem-solving teams is between five and seven members.
Team Composition
Team composition is the mix of abilities, skills, backgrounds, and experiences that the members bring to
the team.
• FIRO-B theory (with “FIRO” standing for fundamental interpersonal orientation) identifies
differences in how people relate to one another in teams based on their needs to express and receive
feelings of inclusion, control, and affection.
• In homogeneous teams, members may find it very easy to work together but they may also suffer
performance limitations if their collective skills, experiences and perspectives are not a good match
for complex skills.
• In heterogeneous teams, a wide pool of talent and viewpoints is available for problem solving but this
diversity may also create difficulties as members try to define problems, share information, and
handle interpersonal conflicts.
• Status congruence occurs when a person’s position within the group is equivalent in status to
positions held outside of the group. Status is a person’s relative rank, prestige, or standing in a group.
Team Diversity
• Team diversity in the form of different values, personalities, experiences, demographics, and cultures
among the members, is an important team input.
• In homogeneous teams where members are very similar to one another, teamwork usually isn’t much
of a problem. The members typically find it quite easy to work together and enjoy the team
experience.
• In heterogeneous teams where members are very dissimilar, teamwork problems are more likely. The
mix of diverse personalities, experiences, backgrounds, ages, and other personal characteristics may
create difficulties as members try to define problems, share information, mobilize talents, and deal
with obstacles or opportunities.
• Diverse teams have more resources and viewpoints available to engage in problem solving, especially
when tasks are complex and demanding. Yet these advantages are not automatic; the diversity must
be tapped if the team is to realize the performance benefits.
• Diversity–consensus dilemma is the tendency for diversity in groups to create process difficulties
even as it offers improved potential for problem solving.
• This diversity and performance relationship is apparent in interesting research newly reported
in the area of collective intelligence – the ability of a group or team to perform well across a
range of tasks.
• Figure 7.5 in the textbook illustrates member diversity, stages of team development, and team
performance.

• Group dynamics refer to the forces operating in groups that affect the way members relate to and
work with one another.
LECTURE ENHANCEMENT
If you have assigned group projects to your students, have them describe their required and emergent
behaviors.
CHAPTER STUDY GUIDE
What are teams and how are they used in organizations?

• A team is a group of people working together to achieve a common purpose for which they hold
themselves collectively accountable.
• Teams help organizations by improving task performance; teams help members experience
satisfaction from their work.
• Teams in organizations serve different purposes—some teams run things, some teams recommend
things, and some teams make or do things.
• Organizations consist of formal teams that are designated by the organization to serve an official
purpose and informal groups that emerge from special interests and relationships but are not part of
an organization’s formal structure.
• Organizations can be viewed as interlocking networks of permanent teams such as project teams and
cross-functional teams, as well as temporary teams such as committees and task forces.
• Members of self-managing teams typically plan, complete, and evaluate their own work, train and
evaluate one another in job tasks, and share tasks and responsibilities.
• Virtual teams, whose members meet and work together through computer mediation, are increasingly
common and pose special management challenges.
When is a team effective?

• An effective team achieves high levels of task accomplishment, member satisfaction, and viability to
perform successfully over the long term.
• Teams help organizations through synergy in task performance, the creation of a whole that is greater
than the sum of its parts.
• Teams help satisfy important needs for their members by providing them with things like job support
and social interactions.
• Team performance can suffer from social loafing when a member slacks off and lets others do the
work.
• Social facilitation occurs when the behavior of individuals is influenced positively or negatively by
the presence of others in a team.

What are the stages of team development?

• In the forming stage, team members first come together and form initial impressions; it is a time of
task orientation and interpersonal testing.
• In the storming stage, team members struggle to deal with expectations and status; it is a time when
conflicts over tasks and how the team works are likely.
• In the norming or initial integration stage, team members start to come together around rules of
behavior and what needs to be accomplished; it is a time of growing cooperation.
• In the performing or total integration stage, team members are well-organized and well-functioning; it
is a time of team maturity when performance of even complex tasks becomes possible.
• In the adjourning stage, team members achieve closure on task performance and their personal
relationships; it is a time of managing task completion and the process of disbanding.
How can we understand teams at work?

• Teams are open systems that interact with their environments to obtain resources that are transformed
into outputs.
• The equation summarizing the implications of the open systems model for team performance is:
Team Effectiveness = Quality of Inputs x (Process Gains - Process Losses).
• Input factors such as the nature of the task, membership composition, team size, and organizational
setting and support establish the core performance foundations of a team.
• Team processes include basic group dynamics, the way members work together to use inputs and
complete tasks.
KEY TERMS
Adjourning stage: is where teams disband when their work is finished.

Collective intelligence: is the ability of team to perform well across a range of tasks.
Cross-functional team: members from different functions or work units.
Diversity-consensus dilemma: is the tendency for diversity in groups to create process difficulties even as it offers
improved potential for problem solving.
Effective team: a team that achieves high levels of task performance, member satisfaction, and team viability.
Employee involvement team: a wide variety of teams whose members meet regularly to collectively examine
important workplace issues such as ways to enhance quality, better satisfy customers, raise productivity, and
improve the quality of work life.
FIRO-B theory: examines differences in how people relate to one another based on their needs to express and
receive feelings of inclusion, control, and affection.
Formal teams: teams created and officially designated to serve specific organizational purposes.
Forming stage: focuses around the initial entry of members to a team.
Functional silos problem: occurs when members of one functional team fail to interact with others from other
functional teams.
Group or team dynamics: are the forces operating in groups that affect the ways members work together.
Heterogeneous teams: members differ in many characteristics.
Homogeneous teams: teams in which members may find it very easy to work together but they may also suffer
performance limitations if their collective skills, experiences and perspectives are not a good match for complex
skills.

Informal groups: are unofficial and emerge to serve special interests.

Multiskilling: the ability to perform many different jobs—even all of the team’s jobs—as needed
Norming stage: is where members start to work together as a coordinated team.
Performing stage: marks the emergence of a mature and well-functioning team.
Problem-solving team: a team created temporarily to serve a specific purpose by dealing with a specific problem or
opportunity.
Quality circle: team that meets regularly to address quality issues.
Self-managing team: empowered to make the decisions to manage themselves in day-to-day work.
Social facilitation: is the tendency of one’s behavior to be influenced by the presence of others in a group.
Social loafing: occurs when people work less hard in groups than they would individually.
Social Network Analysis: used to identify the informal groups and networks of relationships that are active in an
organization.
Status congruence: involves consistency between a person’s status within and outside a group.
Storming stage: is one of high emotionality and tension among team members.
Synergy: is the creation of a whole greater than the sum of its parts.
Team: a group of people brought together to use their complementary skills to achieve a common purpose for which
they are collectively accountable.
Team composition: is the mix of abilities, skills, personalities and experiences that the members bring to the team.
Teamwork: occurs when team members accept and live up to their collective accountability by actively working
together so that all their respective skills are best used to achieve important goals.
Virtual team: a team whose members convene and work together electronically via computers.
SPECIAL FEATURES
Finding the Leader in You

What distinguishes a group of people from a high-performance team? For one, it’s the way members
work with one another to achieve common goals. A vivid example is a NASCAR pit crew. When a
driver pulls in for a pit stop, the team must jump in to perform multiple tasks flawlessly and in perfect
order and unison. A second gained or lost can be crucial to a NASCAR driver’s performance. Team
members must be well trained and rehearsed to efficiently perform on race day. The NASCAR pit crews
don’t just get together and “wing” it on race days. The members are carefully selected for their skills and
attitudes, the teams practice-practice-practice, and the pit crew leader doesn’t hesitate to make changes
when things aren’t going well.
Have students identify the specific elements of a NASCAR team that make it effective. Let
students explain how the leader aids in the effectiveness of such teams. Have students further apply the
effective tools used by the NASCAR team to that which takes place/should take place at the organization
where they work.
Worth Considering….or Best Avoided?

The question is: Why aren’t more people in more organizations abandoning the sit-down meeting and
going online? One advantage of moving meetings online is that the tendency of manager-dominated
discussions is lessened. Ask students how might the “no sit down” approach work in other organizational
settings? Make a list of two or three factors that you believe are most critical to the success of virtual
teamwork.

OB in Popular Culture
In the ever popular reality show Survivor, individual players must balance cunning and competitiveness
against the need for teamwork and collaboration. In Season 10, Willard Smith finds himself a member of
the successful Koror tribe. Willard’s contributions are limited, so his tribe assigns him to tend the fire at
night. Instead of fulfilling his obligation, Willard sleeps in the only hammock available. When morning
comes, eventual winner Tom Westman complains about losing sleep because he has to “cover” for
Willard. Westman’s assessment of Willard’s motives was “why should I do it if somebody else is going
to do it for me?” shows that social loafing can be a difficult problem to address even when others know it
is happening.
Have students recall if they have ever been part of a team where one member did not contribute at
all/as much as the other team members and instead engaged in social loafing. What if anything did the
other team members do in that situation? What are some ways to prevent social loafing in teams?
Research Insight- Membership, Interactions, and Evaluation Influence Social Loafing in Groups
Research on social loafing suggests a link between decision making, organizational justice, and social
loafing in groups. Findings of the study indicate that social loafing was not significantly related to the use
of evaluation structures that identified individual contributions, was negatively related to perceived
fairness of group processes, and was positively related to perceived dispensability of one’s contributions.
In addition, the relationship between social loafing and perceived dispensability strengthened when
individual contributions were more identifiable.
Ethics in OB- Cheat Now…Cheat Later

In a recent survey of MBA students, 56 percent admitted to cheating by plagiarizing, downloading essays
from the Web, and more. Some students justify their cheating by saying, “everyone does it.” Have
students discuss how to respond in a work situation in which they are told an unethical action is the norm
for the industry or business.
Bringing OB to Life
When you put the headphones at work on and tune in some nice sounds, are you tuning out team spirit?
That’s a question that is finding its way into more and more work settings. Maybe it’s a generation y
thing. Maybe it’s just the influence of new technology on everyday living. Headphones are as common in
some offices as they are on the streets. But, when someone puts the headphones on the signal being
broadcast – intended or not--may be: Don’t disturb! Ask students how they see and should react to such
situation at work.
Group Project
Assign students randomly to groups of four. Hopefully, the students will end up with classmates with
whom they do not usually do group work. Next, have the students meet as a group and come up with a
name that reflects something they all have in common. For example: “The snowboarders” or “The middle
children” or “The pasta lovers.” Students should have to exchange a great deal of information to find this

common ground. (Tell them they cannot choose and easy name like “The university students” or “The
residents of your city.”
Next, reassign the students to new random groups and have them do the same thing on-line before the
next class period. In the following class, discuss the differences in their communication network (Figure
8.5) and their effectiveness in each medium.
OB IN ACTION
Cases for Critical Thinking The Forgotten Team Member

Team and Experiential Exercises Teamwork and Motivation
Serving on the Boundary
Eggsperiential Exercise
Self-Assessment Portfolio Team Effectiveness
Decision-Making Biases
CASE(S) FOR CRITICAL THINKING
THE FORGOTTEN TEAM MEMBER
CROSS-REFERENCE AND INTEGRATION

teamwork; motivation; diversity and individual differences; perception and attributions; performance
management and rewards; communication; conflict; leadership
CASE SUMMARY
This case presents issues of teamwork, group process, group norms, leadership, motivation, conflict, and
conflict resolution.
Christine Spencer is concerned about her organizational behavior group work project. The
allotted mark will be given to the team as a whole, and her group is experiencing difficulties with one of
its members, Mike. During the initial group meeting, Mike appeared to get along with everyone, and
seemed jovial and content. However, once the time came to begin meetings about the OB assignment,
Mike frequently could not make meetings, saying he had to work and only sending brief rough notes
along for his contribution. He avoided the group at times, but became angry and defensive when he
thought that they were meeting without him. A week later, Mike had phoned Christine and explained that
he had been having problems with his girlfriend, on top of the pressure of his course load and his job.
Although Christine empathized with him, she was concerned about the group, the project and her mark,
and wondered how to deal with the situation.
Christine should consider discussing this with the rest of the group, and then discuss the problem
with Mike. This is part of the group process that does not appear to have happened yet. They cannot go to
the instructor before attempting to address the situation themselves first. They need to figure out how to
motivate Mike, despite his obvious pressures.

RELATED WEB SITES

Description of Site Web Address
Center for the Study of Collaborative Organizations http://www.workteams.unt.edu
REVIEW QUESTIONS AND SUGGESTED ANSWERS
1. How could an understanding of the stages of group development assist Christine in leadership
situations such as this one?
Groups pass through various stages of development and the nature of the problems faced by group
members and leadership varies from stage to stage. In the first place, Christine should have used her
leadership role to better prepare the group to work together. This means that more attention should have
been given to the forming stage. Here and during the next stage of storming, the members could have
been engaged in a process of sharing needs, goals, and talents. Then issues such as differing grade
expectations and differing workload constraints could have been addressed more directly. As it is, these
problems simply emerged during the course of the group’s life, and they did so with negative
consequences. It is unlikely that total integration could be achieved in a temporary workgroup like this.
But with proper “front-end” management, the group could be enabled to operate in the norming and
performing stages for reasonable success. The key lesson in this case is that it is much better to have
everyone share their expectations and limitations in the beginning than to confront them after they start
causing problems.
2. What should Christine understand about individual membership in groups in order to build
group processes that are supportive of her workgroup’s performance?
This answer relates to the prior one. The key point is that people have different needs and expectations
when they join groups. In a course workgroup, for example, some people will want to get an “A” and will
put in a lot of work; others may take any grade that they get and won’t want to do much of anything. It is
probably best to recognize these differences and make them public since it is unlikely that major changes
in a person’s commitments will be made during the short life of temporary workgroup. Rather than have
capable group members spend valuable time complaining about and trying to influence a “loafer” or an
uncooperative member, it may be better to accept their restricted involvement and get on with the
important things. Of course, it is also legitimate for the group to assign final grades differentially based on
the amount and quality of contributions from the various members. In this way, the different needs of
members may be well served and without any feeling of inequity.
3. Is Christine an effective group leader in this case? Why or why not?

Christine is not really effective as the leader of the group in this case. She could increase her effectiveness
in this group by holding a “confrontation” meeting to get the issues on out in the open and accomplish
some of the sharing discussed in the prior two answers. However, in all likelihood her best opportunities
lie in the future when she again chairs or leads other group activities. In these cases, she can put her
learning to work and do a better job of preparing her groups for high performance by spending more time
managing the forming and storming stages of group development.

TEAM AND EXPERIENTIAL EXERCISES
TEAMWORK AND MOTIVATION

performance management and rewards; groups and teamwork
INSTRUCTOR’S NOTES
This exercise can provide your students with an opportunity to enter into a very substantive discussion on
employee motivation and job satisfaction. Encourage your students to bring their textbooks with them the
day you administer the exercise. Then ask your students to turn to the chapter on motivation during the
administration of the exercise. Ask your students to discuss the various theories of motivation, and select
the ones that have the best chances of succeeding in this situation. In a debriefing session after the
exercise is completed, ask your students if they were “surprised” at how difficult it is to build a
motivational plan.
Answers will vary in terms of how the “worksheet” is completed. Most completed worksheets,
however, will resemble the following:
Worksheet
Individual Worker Team Member
Talks Discusses
Me oriented Team (or group) oriented
Department focus Company focus
Competitive Collaborative
Logical Holistic
Written message Spoken message
Image View
Secrecy Openness
Short-term sighted Long-term sighted
Immediate results Longer-term results
Critical Supportive
Tenure Sharing
SERVING ON THE BOUNDARY

intergroup dynamics; group dynamics; roles; communication; conflict; stress
This is a structured exercise in which several groups are formed to solve a problem regarding
international geography. Each group determines which one of its members is the “most competent” or
knowledgeable with respect to international geography. These “experts” are formed into another group
but still retain their membership in their respective home groups. This procedure enables the experts to be
boundary persons between the expert group and their home groups. The expert group and the other groups

are given the problem to solve, and a relatively structured interaction approach between the experts and
the home teams is followed. After solving the problem, there is a class discussion of the nature and
implications of the boundary person role.
EGGSPERIENTAL EXERCISE

group dynamics and teamwork; diversity and individual differences; communication
This is a teamwork exercise, testing and strengthening the group process, and members’ ability to work
together under time constraints, and with limited resources. The goal is to get participants to utilize their
creative abilities, increase their creativity and motivation by feeding off of the energy of other members,
and learn to “think outside the box.” The exercise also demonstrates the importance of group
cohesiveness.
SELF-ASSESSMENT PORTFOLIO
TEAM EFFECTIVENESS

organizational designs and cultures; leadership
This is an excellent self-assessment for the members of an ongoing team or group. It is appropriate to use
in an actual work setting or in the classroom if students are assigned to groups to complete exercises or
other projects. Stress to your students that “group work” or “teamwork” is a growing trend in business
organizations and one of the major management challenges of the future will be how to help employees
function effectively in groups (or teams). Recommend to your students that they keep a copy of this
assessment instrument, and use it throughout their careers to assess the effectiveness of the various groups
in which they participate.
DECISION-MAKING BIASES

teams and teamwork, communication, perception

There is no better way to teach students about judgmental heuristics than through experiential activities
such as those provided in this assessment. Students can readily understand these biases when they witness
themselves exhibiting them.
Question 1 deals with bias that derives from the availability heuristic. Many students will choose
“b,” believing that airplane travel is riskier. In fact, driving has the poorer safety record. The choice of
flying is often tied to the way airplane crashes are sensationally reported in the media. Events, like
airplane crashes, that are more vivid and easily remembered, make them more “available” in our memory.
They tend to influence decision making through the availability bias.
Question 2 also deals with the availability heuristic. Most people will choose “a – words that begin with
an ‘r’.” It is incorrect. The bias results as people try to solve the problem by remembering words ⎯ those
that start with “r” ⎯ such as “rich,” and those whose third letters are “r”⎯ such as “first.” Because it is
easier to remember or list words that begin with “r” (with our minds sorting much as we do when reading
a dictionary) this becomes the choice. Wrongly, we assume that because these words are more “available”
in our memory they must be the most frequent in the language.
Question 3 deals with the representativeness heuristic. The tendency is to consider how “representative”
the impression of Mark is vis-à-vis people who would typically be associated with careers in each field.
Because there is information offered that Mark is a musician this tends to dominate the impression.
Factually, MBAs tend toward management consulting work as job choices. The likelihood is that Mark,
as an MBA graduate, would do the same. Unless these data are considered and adequate consideration
given to the “MBA” degree choice Mark had made, the apparent representativeness of his musical
interests and an arts job will dominate the choice.
Question 4 also deals with the representativeness heuristic. In this example the issue is misconception of
chance, with the first four events being misconstrued as “representative” of the fifth. The correct logic in
the situation is “b” ⎯ “incorrect.” The records of the first four sales directors have no impact on the
performance record of the fifth. This is true even though our intuition would suggest otherwise. Many
people will think that because there were “four bad ones in a row” that the chances of getting a “fifth bad
one” are very low. This intuitive judgment is wrong, since the performance of the fifth is independent of
the preceding records.
Question 5 deals with the anchoring and adjustment heuristic. Most people’s answers to the question will
be influenced by the chemist’s estimate. This provides an “anchor” from which their individual judgments
will be developed. The tendency is to adjust up or down from information already provided, even though
that information may have little or no credibility. Decision bias tends to link estimates in such situations
to the original “anchor,” with moves from the anchor point often marginal rather than substantial
Reference: See Max H. Bazerman, Judgment in Managerial Decision Making, Second Edition (New York: John
Wiley & Sons, 1990); see also, Eighth Edition (2012) for other examples and an expanded discussion of these
judgmental heuristics.

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after hunting an enormous male elephant for five hours, they had at
length brought him to a stand, near Bree, about ten miles north-east
of Kouka. Mr. Toole and myself instantly mounted our horses, and,
accompanied by a Shouaa guide, we arrived at the spot where he
had fallen, just as he breathed his last.
Although not more than twenty-five years old, his tusk measuring
barely four feet six inches, he was an immense fellow. His
dimensions were as under:
ft. in.
Length from the proboscis to the tail 25 6
Proboscis 7 6
Small teeth 2 10
Foot longitudinally 1 7
Eye 2 by 1½
From the foot to the hip-bone 9 6
From the hip-bone to the back 3 0
Ear 2 by 2 6
I had seen much larger elephants than this alive, when on my last
expedition to the Tchad; some I should have guessed sixteen feet in
height, and with a tusk probably exceeding six feet in length. The
one before me, which was the first I had seen dead, was, however,
considered as of more than common bulk and stature; and it was not
until the Kanemboo of the town of Bree came out, and by attracting
his attention with their yells, and teasing him by hurling spears at his
more tender parts, that the Shouaas dared to dismount; when, by
ham-stringing the poor animal, they brought him to the ground, and
eventually despatched him by repeated wounds in the abdomen and
proboscis: five leaden balls had struck him about the haunches, in
the course of the chase, but they had merely penetrated a few
inches into his flesh, and appeared to give him but little uneasiness.
The whole of the next day the road, leading to the spot where he lay,
was like a fair, from the numbers who repaired thither for the sake of
bringing off a part of the flesh, which is esteemed by all, and even
eaten in secret by the first people about the sheikh: it looks coarse,
but is better flavoured than any beef I found in the country. Whole
families put themselves in motion, with their daughters mounted on
bullocks, on this occasion, who, at least, hoped as much would fall to
their share as would anoint their heads and persons plentifully with
grease at the approaching fsug. The eyes of this noble animal were,
though so extremely small in proportion to his body, languid and
expressive even in death. His head, which was brought to the town, I
had an opportunity of seeing the next day, when I had it opened; and
the smallness of the brain is a direct contradiction to the hypothesis,
that the size of this organ is in proportion to the sagaciousness of the
animal. His skin was a full inch and a half in thickness, and dark
gray, or nearly black, hard, and wrinkled: his ears, large and
hanging, appeared to me the most extraordinary part about him,
particularly from the facility with which he moved them backwards
and forwards: his feet are round, undivided, and have four nails, or
hoofs, for they cannot be called toes, two in the front of the foot,
about an inch in depth, and two inches in length, which join each
other, with two smaller ones on each side of the foot. In Africa they
are scarcely ever taken alive, but hunted as a sport, for the sake of
their flesh; and also in order to obtain their teeth, which, however, as
they are generally small, are sold to the merchants for a very trifling
profit. The manner of hunting the elephant is simply this: from ten to
twenty horsemen single out one of these ponderous animals, and,
separating him from the flock by screaming and hallooing, force him
to fly with all his speed; after wounding him under the tail, if they can
there place a spear, the animal becomes enraged. One horseman
then rides in front, whom he pursues with earnestness and fury,
regardless of those who press on his rear, notwithstanding the
wounds they inflict on him. He is seldom drawn from this first object
of his pursuit; and, at last, wearied and transfixed with spears, his
blood deluging the ground, he breathes his last under the knife of
some more venturesome hunter than the rest, who buries his dagger
in the vulnerable part near the abdomen: for this purpose he will
creep between the animal’s hinder legs, and apparently expose
himself to the greatest danger: when this cannot be accomplished,
one or two will ham-string him, while he is baited in the front; and this
giant of quadrupeds then becomes comparatively an easy prey to his
persecutors.
Jan. 12.—Karouash came to us this evening, with his dark Arab
eyes, sparkling with somewhat more than vivacity; and it was not
long before we found out the cause. The people of Gulphi, who
inhabited a town close to the banks of the Shary, had no other
means of raising their grain (the land surrounding their walls being all
tributary to the sheikh) than by planting it on the south bank of that
river; reaping in the season, and carrying the produce to their city by
means of their flat-bottomed boats. They had, of late, been so little
interrupted in their agricultural pursuits, by the boats of the
neighbouring towns, that a village of huts had sprung up on this
portion of land; and labourers, to the number of three or four
hundred, resided there constantly. The hostile movements of the
Begharmis had, however, made the sheikh’s people more on the
alert than formerly; and passing over the river in their own boats,
accompanied by several deserters from Gulphi, who, traitor-like,
consented to bear arms against the land that gave them birth, and
lead its enemies to the pillage of their brethren, the people of
Maffatai and Kussery had, a few nights before, made an attack on
this village, putting to death all the males, even while they slept; and,
as usual, dragging the women and children to their boats, returned to
their homes without the loss of a man, after setting fire to all the huts,
and more than four hundred stacks of wheat and gussub. The effects
produced by this midnight expedition, and which was celebrated by
singings and rejoicings throughout Kouka, were indeed of a nature
favourable to my prospects, notwithstanding the shock humanity
received from the cause. The Begharmis, who had occupied the
southern banks of the Shary for months, obliging even the Loggun
people to supply them with provisions, took such alarm at this attack
of the sheikh’s people, that they struck their camp, and retired
immediately on the news reaching them; and the Loggun nation as
quickly sent off to the sheikh a deputation, with sixty slaves, and
three hundred bullocks, congratulating him on the event.
I determined on making immediate application for permission to
visit this country; so full of interest, both from its situation, and the
waters by which it was reported to be bounded. No time was to be
lost, for the return of the enemy might be as sudden as his flight; and
again I might have my intentions frustrated. I had been eleven
months endeavouring to visit this country—but to climb steep hills
requires a slow pace at first.
Jan. 18.—The sheikh, who had never, on any one occasion,
neglected making every possible arrangement for carrying my
wishes into execution, had not only instantly complied with my
request to seize this opportunity of visiting Loggun, but sent this
morning Karouash to advise with me as to my proceedings, and to
recommend my going without loss of time. “Bellal shall go with you,”
said he; “who has been in my confidence for seventeen years, and to
whom I could trust my own life, or that of my children, who are even
dearer to me than life itself.”
But in the morning we found a brown horse, which had carried Mr.
Toole from Tripoli, dead within our inclosure: both this and a black
one, which his Arab had been mounted on by the bashaw, had
scarcely eaten any thing since their arrival here. Our departure was
therefore put off for this day. Troubles, however, never come alone.
In the evening the camels I intended to take with me were missing;
and although the people were out looking for them until midnight, we
had no tidings. In the night I was called up, as Mr. Toole’s other
horse was dying: no blood could be got from him; and after
staggering about, in a way resembling intoxication, he died before
daylight.
Jan. 22.—Karouash, Ben Taleb, and even the sheikh, now
exclaiming against our going out, “Wonderful! Wonderful!” said they,
“it is written you are not to go.” The delay perplexed me, although to
go, and quickly, I was determined; the time was precious, for I did
not wish the news of my intentions to precede me. Towards night my
camels were found; and the sheikh, hearing that we had been
inquiring for a horse to purchase, sent a very smart black galloway to
Mr. Toole as a present. We had now seen die on our hands, in the
space of nine months, thirty-three camels, six horses, and one mule.
On the 23d I intended being off by daylight; but it was the
afternoon before I could accomplish my wish. The sheikh had given
me Bellal: “He will obey your orders in every thing,” said he; “but you
are going amongst people with whom I have but little influence.”
Bellal, who was one of the handsomest negroes I almost ever saw,
and a superior person, was attended by six of his slaves, two of
whom were mounted; these, with ourselves and two camels, formed
our party. While I was waiting to take leave of the sheikh, a note was
brought me from Dr. Oudney, by a Bornouese from Katagum: it had
no date, and was indeed his last effort. The acknowledgment of
being weak and helpless assured me that he was really so; for
during the whole of his long sufferings a complaint had scarcely ever
escaped his lips. On the sheikh’s saying to him, when he first
expressed his wish to accompany the kafila, “Surely your health is
not such as to risk such a journey?” he merely replied, “Why, if I stay
here, I shall die, and probably sooner, as travelling always improves
my health.”
His letter, though short, expresses great satisfaction at the
treatment he had met with on his journey, and also from the
inhabitants of the country.
FOOTNOTES:
[34]The most beautiful Jewess in Tripoli is called Mesrouda-

eyum el Oubara (Mesrouda, with the eye of the Oubara).
[35]The anniversary of Abraham’s offering up Isaac, or the
meeting of Pilgrims at Mecca.
[36]Strips of cotton, so many fathoms of which go to a dollar.
[37]Abyssinian hornbill.
[38]In Tripoli, the father or mother is generally the executioner,
to avenge the sin, and at the same time wipe the stain from the
family, and prevent public execution.
[39]Marry her.
[40]The horn of one of these animals measured two feet, six
inches, and three-quarters, in circumference.
[41]On these occasions the sheikh merely moves his finger,
which is the signal for immediate execution.
[42]Black Mameluke.
[43]A religious mendicant: the name is nearly the Arabic for
poverty.
[44]Soon after this, I made an offer to two Arabs, both of whom
had formerly been at Waday, that I would give them each two
hundred dollars, if they would accompany me: this is a sum for
which an Arab will almost do any thing; but they refused, saying
“No! no! what is money without life? the Waday people will kill us
all.”
[45]Governor of the palace.
[46]A town near Mesurata.
CHAPTER VI.
EXCURSION TO LOGGUN, AND DEATH OF MR. TOOLE.
Jan. 1824.—We passed the night of the 24th at Angornou, and

proceeded, without leaving the lake at any great distance, for two
days, when we arrived at Angala, one of the ancient governments
subject to Bornou. The present sultan was the first friend and
supporter of El Kanemy; and, twenty-five years ago, when he was
only a merchant, betrothed to him his daughter Miram in marriage,
with a large dower in slaves and cattle. The sultan, a most
benevolent-looking old black, received us with great kindness and
hospitality; and as soon as we were lodged in the house of the
delatoo (prime minister), bowls of milk, rice, flour, and honey, were
brought to us; an abundance of eatables were also sent in the
evening, and the next morning a very fine live sheep.
Miram (princess in the Bornou language), now the divorced wife
of the sheikh El Kanemy, was residing at Angala, and I requested
permission to visit her. Her father had built for her a very fine house,
in which she constantly resided: her establishment exceeded sixty
persons. She was a very handsome, beautifully formed negress, of
about thirty-five, and had imbibed much of that softness of manner
which is so extremely prepossessing in the sheikh. Seated on an
earthen throne, covered with a turkey carpet, and surrounded by
twenty of her favourite slaves, all dressed alike, in fine white shirts,
which reached to their feet, their necks, ears, and noses thickly
ornamented with coral; she held her audience with very considerable
grace, while four eunuchs guarded the entrance; and a negro dwarf,
who measured three feet all but an inch, the keeper of her keys, sat
before her with the insignia of office on his shoulder, and richly
dressed in Soudan tobes. This little person afforded us a subject of
conversation, and much laughter. Miram inquired whether we had
such little fellows in my country, and when I answered in the
affirmative, she said, “Ah gieb! what are they good for? do they ever
have children?” I answered “Yes; that we had instances of their
being fathers to tall and proper men.” “Oh, wonderful!” she replied: “I
thought so; they must be better then than this dog of mine; for I have
given him eight of my handsomest and youngest slaves, but it is all
to no purpose. I would give a hundred bullocks, and twenty slaves, to
the woman who would bear this wretch a child.” The wretch, and an
ugly wretch he was, shook his large head, grinned, and slobbered
copiously from his extensive mouth, at this flattering proof of his
mistress’s partiality.
We left Angala the following day, to the great distress of our host,
the delatoo, who would have feasted us for a week. A child had been
borne by one of his wives, just about the time Dr. Oudney had
passed through on his visit to Showy; which, in return for his
prescriptions, the delatoo had named Tibeeb, the Doctor’s travelling
name. Indeed, there was a liberality of feeling and toleration about
our host deserving most honourable mention; and when, on my
return from Loggun, worn out by fatigue and anxiety, I really required
nursing, he introduced his sister, a female of most matronly
deportment, who superintended the process of shampooing, which
was performed by one of her best looking and most accomplished
handmaids. On my expressing my thanks to the delatoo for these
unlooked-for attentions, he replied, “It grieved us all to see so great a
man as yourself, so far from home, a stranger and without women;
when in your own country, ‘gray hairs to you!’ you have, at least, a
hundred, I dare say!”
On the 23d we reached Showy, on the banks of the river Shary:
the magnitude of the stream drew from us both an involuntary
exclamation of surprise; it appeared to be full half a mile in width,
running at the rate of two to three[47] miles an hour, in the direction
nearly of north. In the centre of the river is a beautiful island, nearly a
mile in length, in front of the town. Showy forms part of the district of
Maffatai, and is governed by a kaid: and this person, who treated us
with great attention, proposed that we should proceed down the
stream to the Tchad, according to the sheikh’s directions.
On the 2d of February we embarked, accompanied by the kaid
and eight canoes, carrying ten and eleven men each: ploughing the
stream with their paddles, for nearly eight hours, they brought us, by
sunset, to a spot called Joggabah (or island, in the Mekkari
language), about thirty-five miles from Showy. The river, full as it is of
water at this season, had a highly interesting appearance: one noble
reach succeeded another, alternately varying their courses by
handsome sweeps, some of them three and four miles in length; the
banks were thickly scattered with trees rich in foliage, and all hung
over with creeping plants, bearing various coloured and aromatic
blossoms, amongst which the purple convolvolus flourished in great
beauty: several crocodiles, from eight to fifteen feet in length, were
slumbering on the banks, which, on our near approach, rolled into
the stream, and disappeared in an instant. The natives appeared to
fear them but little in shallow water, but dived in with great boldness
after the ducks we shot, and a large iguana that we struck while
sleeping on a tamarind tree, and which fell headlong into the river.
Joggabah is a beautiful feature in the scenery, as well as a
prominent one; and is seen for nearly six miles in proceeding down a
very wide, handsome reach, which we called Belle-vue Reach. The
river is here quite as wide as at Showy, which, with this exception, I
take to be the widest part.
Drawn by Captn. Clapperton. Engraved by E. Finden.
FISHING BOATS ON THE SHARY.

Published Feb. 1826, by John Murray, London.
This island is high ground, with steep and nearly perpendicular

banks, and a depth of ten feet water close to the edge: the canoes
moor up to the shore; the stream runs strong and clear; and the
landing is on a fine dry sandy beach: it extends to the Tchad north, a
distance of twelve or fifteen miles, and has two handsome streams
bounding it, which run north-east and north-west, and by which the
Shary takes its way into that immense lake. It abounds with game:
and we had fish in abundance, venison, the flesh of a buffalo, and
wild ducks, for supper, all roasted on wooden spits.
We pitched our tent on the jutting head, where, a few years ago,
stood a negro town: the inhabitants, however, were refractory,
committed piracies on the Showy people, and in consequence the
sheikh determined on exterminating them. They were in league with
the Biddoomah, who were now kept to their own islands. Joggabah
we found uninhabited, and covered with jungle and prickly
underwood, in that part where we passed the night: we saw thirty
porcupines, and killed a centipede and two scorpions under our
mats. We had two canoes rowing guard the whole night on account
of the Biddoomah. By daylight we re-embarked, and proceeded by
the north-west branch for more than two hours, keeping nearly the
same direction: we passed several marshy floating islands, covered
with rushes, high grass, and papyrus, apparently dividing the water
into different streams, when we found ourselves in that sea of fresh
water, the Tchad, which we named Lake Waterloo, and into which
the Shary empties itself. It was my intention to have proceeded quite
round the island to the east, and to have returned by the other
branch; but after making about two miles in the open lake, a heavy
swell from the north-east caused so much water to come into the
canoes, and so much labour to the men, that we gave up that idea.
After our return to the south side of the island we followed the north-
east branch, and found it vary but little in appearance. During our
passage, by keeping the deepest water, and avoiding the convexities
of the stream, we, at this season, met with no impediments; and had
nowhere less than three feet water. We passed many small islands,
all of which, near the mouth, were destitute of trees, but covered with
reeds (among which was the papyrus), bamboos, and very tall
grasses: the quantity of water-fowl was immense, of great variety,
and beautiful plumage. The nearest Biddoomah island is said to be
three days voyage on the open lake, from the mouth of the river, in a
north-east direction, say ninety miles, during two of which these
canoes lose sight of land: with an excellent telescope I could discern
nothing but the waste of waters to the north or east. The Biddoomah
are a wild and independent people, who carry on a piratical war with
all their neighbours: they send out fleets of sixty or one hundred
canoes; and they are reported as terrible kaffirs.
We now commenced our return, and a laborious business it was,
rowing or paddling against the stream: the paddles were only
resorted to when, now and then, a headland sheltered them from the
wind and current; and so cautious were the men of Showy, that it
was near midnight before we landed on a spot named Buffalo Bank.
We had endured two days of burning heat and exposure to the sun,
and a night of watchfulness and torture from the insects; added to
this, we had lived entirely on Indian corn, boiled in the canoes during
the day: we were also constantly ankle deep in water, from the
leaking of the canoes. The banks were here, for some miles inland,
thickly clothed with handsome trees encompassed by creeping
shrubs in full blossom, while large antelopes and buffaloes were
starting from the thickets where they had fixed their lairs. We
disturbed a flock of several buffaloes on our making the shore; and
hippopotami came so close to us as to be struck by the paddles:
here, and at the confluence of the two branches, we found the
greatest depth of water. The most desirable route for us now to have
pursued would have been to have gone from hence to Loggun by
water, but Gulphi lay in our way, and it was impossible. To follow the
direction of the river, therefore, as nearly as we could, by moving in a
line parallel to its banks, became our next anxiety.
Previously, however, we again embarked, and visited a spot
called Dugheia, within a day’s journey of Gulphi, higher up the
stream. Dugheia is a ford and a ferry, where the sheikh, with all his
people, pass the stream on their expeditions against the Begharmis:
the ford is in a slanting direction, and between two sinuosities. When
the river is at its greatest height, the water reaches up to the neck; it
was now not above the arm-pits of a good sized man. The infantry,
placing their spears and bags of corn on their heads, in their shields,
cross with ease: the cavalry are moved over in canoes, and the
horses swam at the sterns. The appearance of the river is similar
both above and below Showy: excepting that above there are more
picturesque islands; on one of which we passed the night, and
named it Red Heron Isle, as my poor friend shot there a bird of that
species.
On the 8th of February we returned to Showy, and the day
following pursued our route by Willighi and Affadai. Willighi is a
walled town of considerable strength; indeed the Begharmis always
pass it by on their predatory excursions. The walls are nearly fifty
feet high, with watch-towers erected on the salient angles, where
there are constant sentinels. The sultan also lives in a sort of citadel
with double walls, and three heavy gates in each wall, strongly
bound with iron. Borgomanda, the reigning sultan of Begharmi, and
Cheromah (which means heir-apparent), send annual presents to
Mai Dundelmah, the sultan of Willighi; but he is a hadgi, and holds
the sheikh of Bornou in too high estimation to forsake his fortunes.
Before arriving at Willighi, which is only a day’s journey from Gulphi,
we recrossed the Gurdya, a considerable stream running from the
Shary into the great lake.
Feb. 10.—We left Willighi, after presenting the sultan with two
knives, two pairs of scissors, a turban, and a red cap, and in about
two hours arrived at another ford of the water Maffatai. These fords
are known by the natives of the neighbouring towns only, who are
always hired as guides. The water was up to the body of the horse;
and a weak camel, by encountering the load of another, was thrown
off the causeway into twelve or fourteen feet of water. We crossed,
this day, three deep marshes, besides the river, which, the Willighi
guide informed us, extended to the river, at one of which we were
detained nearly an hour before we could venture a passage: the
water reached to our saddles. After the rainy season, canoes come
from Showy to the neighbourhood of Willighi, for a wood which is
here abundant, called by the natives kagam, and another called
korna, with which they build their canoes, and make their paddles.
The fruit, also, of a species of locust tree, which the natives call
kadellaboo, is here gathered. We rested under the shade of a
beautiful large tree of this description, bearing a flower of a deep
crimson colour; a yellow jessamine, with a delicious odour, was
creeping around it, while other delicate aromatic plants grew in wild
profusion. Nevertheless, the paths through these woods, though
literally strewed with flowers, were nearly impassable from the
overhanging branches of thorny shrubs, which not only tore our
shirts and cloaks, but were sufficiently strong to drag the loads from
the backs of the camels: we were nearly twelve hours in making
twenty-two miles. When we arrived at the town of Affadai, our people
were too tired to cook the rice we had with us, and the kadi merely
sent us flour and water paste, and leban (sour milk): at the same
time promising to kill a sheep the next day, if we would stay. We,
however, departed early on the following morning, and came,
towards evening, to a place called Kala, a wretched nest of huts,
although surrounded by a wall, and having strong gates.
On the 12th we moved on, and, after crossing a long and deep
marsh, we halted, about noon, for an hour or two, at a town called
Alph, which stood on a foundation of earth artificially raised in the
midst of a swamp extending for miles in every direction. We shot
several cranes; one of a beautiful white, with a yellow beak, and dark
hazel eyes, with a yellow rim. We now began to approach Kussery,
and again came to the banks of the river Shary, leaving Gulphi to the
eastward. This route is but seldom traversed: it is a continued
succession of marshes, swamps, and stagnant waters, abounding
with useless and rank vegetation: flies, bees, and mosquitos, with
immense black toads, vie with each other in a display of their peace-
destroying powers.
I had, with grief, for several days, observed in my companion
symptoms which gave me great uneasiness: his stomach constantly
refused our coarse food of fish and paste; but as he complained but
little, I hoped a day or two at Kussery would restore his wonted good
health and spirits. Kussery, however, unfortunately, was the last
place one should have chosen for rest and tranquillity: during several
hours in the day, the inhabitants themselves dare not move out, on
account of the flies and bees. The formation of the houses, which
are literally one cell within another, five or six in number, excited my
surprise; which was not a little increased when I found that they were
built expressly as a retreat from the attacks of these insects. Still I
was incredulous, until one of our people, who had carelessly gone
out, returned with his eyes and head in such a state, that he was
extremely ill for three days. Kussery is a strong walled town,
governed by an independent sultan, named Zarmawha, who has
twice been in rebellion against the sheikh. Bellal was obliged to take
off his red cap and turban, and enter the presence with his head and
feet bare—a ceremony which had previously been dispensed with on
our journey. The sultan merely peeped at us through a lattice-work of
bamboo, but inquired particularly, why I turned my face towards him
as I sat. I, of course, replied, that turning my back would be, in my
country, a gross affront; at which he laughed heartily. We had a
separate letter to this prince from the sheikh: he seemed, however,
to pay but little respect to it, or the bearer, Bellal, while to me he was
most attentive. We had ten dishes of fish and paste, which regaled
our attendants sumptuously; and one of his own household took up
his residence at our huts. The fish was stale, and offensive to more
senses than one, which the natives rather prefer, as we do game
that has hung some time. The sultan’s officer, however, seeing that I
could not touch these Kussery delicacies, quickly brought me a mess
made of fresh fish, which, though a little oily, was not unpalatable,
with a large bowl of leban. Salt is here scarcely known, and therefore
not eaten with any of their meals: out of the small stock I had
brought, the townspeople were always begging little lumps, which
they put into their mouths, and sucked with as much satisfaction as if
it had been barley sugar.
I gave the sultan, in the morning, a parcel of beads, two pairs of
scissors, a knife, two turkadees, and a turban; on which he said “we
were a great people, a race of sultans, and would bring good fortune
to his dominions!” I must not omit to mention a visit which I received
from the sultan’s sister. She had been some time divorced from her
husband, who had gone over to the Begharmis. The officer in
attendance on us announced her with great secrecy, about ten
o’clock at night. For the only light in our hut we were indebted to the
pale moonbeams which shone through the door-way, as we had
neither candles nor lamp; and I had been some time fast asleep
when she arrived. Her attendants, three in number, waited for her at
the entrance, while she advanced and sat herself down beside my
mat: she talked away at a great rate, in a sort of whisper, often
pointing to my sick friend, who was at the further end of the hut; and
did not appear at all to wish for any reply. After remaining nearly half
an hour, and feeling and rubbing repeatedly my hands, face, and
head, which she uncovered by taking off my cap and turban, she
took her leave, apparently much gratified by her visit.
Drawn by Major Denham. Engraved by E. Finden.
THE RIVER SHARY, FROM THE WALLS OF KUSSERY.

Published by John Murray, London. Feb. 1826.
The river here is a wide, handsome stream, and the walls extend
quite to the banks, and have two water-gates; the character is the
same as nearer its embouchure. I passed one of these water-gates
at sunset, and was much struck by the beauty of the landscape, with
the fishing canoes just returning towards Loggun: the stream sweeps
off to the south-south-west, and then to the south. Loggun was said
to be thirty miles distant by the river. Here my poor friend declared it
impossible to remain, and we moved on towards Loggun the next
morning. We could advance, however, but a few miles. Mr. Toole’s
sufferings were most acute; he twice fainted, and we lifted him on
and off his horse like an infant, so helpless had he become. What
added also to our distress was, that from this time until the evening
of the 16th, the Shouaa Arabs, who occupy the frontier of the
Loggun country, refused to allow us to pass until the sultan had been
consulted, and a number of his questions answered as to the
purpose of our visit. We were now close to the river, and
notwithstanding the heat, the only means we had of defending either
ourselves or our animals from the torture of the millions of insects
that beset us, was by lighting fires at the entrance of our tent, and
constantly supplying them with weeds and wet straw: the thick
suffocating smoke arising from this description of fire afforded us
temporary relief. I rode down to the river, which here flows with great
beauty and majesty past the high walls of this capital of Loggun; it
comes direct from the south-west, with a rapid current. We entered
the town by the western gate, which leads to the principal street: it is
as wide as Pall Mall, and has large dwellings on each side, built with
great uniformity, each having a court-yard in front, surrounded by
walls, and a handsome entrance, with a strong door hasped with
iron: a number of the inhabitants were seated at their doors for the
purpose of seeing us enter, with their slaves ranged behind them. At
first they took but little notice of us: indeed, our appearance could not
have been very imposing: one of our party was laid on a camel, and
another supported on his horse by two persons, who walked on each
side of him, while he raved most incoherently from the violence of
the fever by which he was consuming. At length, however, a person
of apparent consequence advanced towards my horse, bending
nearly double, and joining his hands (the first salutation of the kind
that I had seen), followed by his slaves stooping still lower than
himself. After explaining that he was deputed by the sultan to
welcome kab n’jaffy (the white man), and repeating frequently that
he was kaffama (my friend), he preceded our party; and, as we
moved on, each assembly that we passed rose from the ground,
advanced towards us, and saluted us in the same manner as I have
already described. We were at length conducted to our habitation,
which consisted of four separate huts, well built, within an outer wall,
with a large entrance hall for our servants: in the most retired and
quiet spot I spread the mat and pillow of my patient, who was in a
sad state of exhaustion and irritation.
The next morning I was sent for to appear before the sultan: ten
immense negroes, of high birth, most of them gray-bearded, bare-
headed, and carrying large clubs, preceded me through the streets,
and I was received with considerable ceremony. After passing
through several dark rooms, I was conducted to a large square court,
where some hundred persons were assembled, and all seated on
the ground: in the middle was a vacant space, to which they led me,
and I was desired to sit down also. Two slaves, in striped cotton
tobes, who were fanning the air through a lattice-work of cane,
pointed out the retirement of the sultan. On a signal, this shade was
removed, and something alive was discovered on a carpet, wrapped
up in silk tobes, with the head enveloped in shawls, and nothing but
the eyes visible: the whole court prostrated themselves, and poured
sand on their heads, while eight frumfrums and as many horns blew
a loud and very harsh-sounding salute.
My present, a red bornouse, a striped cotton caftan, a turban, two
knives, two pairs of scissors, and a pair of red trowsers, was laid
before him: he again whispered a welcome, for it is considered so
extremely ill-bred in a Loggun gentleman to speak out, that it is with
difficulty you can catch the sound of their voices.
He examined me very minutely, when the shade was again
drawn. I begged for permission to embark on the Shary, and was told
he would consider of it. He particularly inquired if I wished to
purchase b’lowy, or handsome female slaves, which I assured him I
did not; “because,” said he, “if you do, go no farther: I have some
hundreds, and will sell them to you as cheap as any one.”
Loggun, the capital of which country (Kernuk) is on the banks of
the Shary, and in 11° 7′ north latitude, is a very populous country.
Kernuk has fifteen thousand inhabitants at least. They speak a
language nearly Begharmi. The Shouaas are all round them, and to
them they are indebted for the plentiful supply of bullocks, milk, and
fat, with which the market abounds: these necessaries are paid for
by tobes, and blue cotton in stripes, which the Loggun people make
and dye of a very beautiful colour. They have, also, a metal currency
in Loggun, the first I had seen in Negroland: it consists of thin plates
of iron, something in the shape of the tip with which they shoe race-

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Organizational Behavior 13th Edition

Bien Solutions Manual

1. What are teams and how are they used in organizations?

Copyright © 2014 John Wiley & Sons, Inc. 7-1

STAGES OF TEAM DEVELOPMENT

UNDERSTANDING TEAMS AND WORK

CHAPTER LECTURE NOTES

Teams and Teamwork

• In general, teams can be described three ways:

Copyright © 2014 John Wiley & Sons, Inc. 7-2

Organizations as Networks of Teams

Cross-Functional and Problem-Solving Teams

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Potential advantages of virtual teams:

Potential downsides of virtual teams:

Criteria of an Effective Team

Copyright © 2014 John Wiley & Sons, Inc. 7-4

Synergy and Team Benefits

Potential benefits for team members include the following:

Copyright © 2014 John Wiley & Sons, Inc. 7-5

Social Loafing and Team Problems

Social loafing may be diminished or prevented by doing the following:

Other common problems of teams include:

LO 3: STAGES OF TEAM DEVELOPMENT

Copyright © 2014 John Wiley & Sons, Inc. 7-6

Copyright © 2014 John Wiley & Sons, Inc. 7-7

LO 4: UNDERSTANDING TEAMS AT WORK

Team Resources and Setting

Nature of the Team Task

Copyright © 2014 John Wiley & Sons, Inc. 7-8

Copyright © 2014 John Wiley & Sons, Inc. 7-9

CHAPTER STUDY GUIDE

What are teams and how are they used in organizations?

When is a team effective?

Copyright © 2014 John Wiley & Sons, Inc. 7-10

What are the stages of team development?

How can we understand teams at work?

Adjourning stage: is where teams disband when their work is finished.

Copyright © 2014 John Wiley & Sons, Inc. 7-11

Informal groups: are unofficial and emerge to serve special interests.

Finding the Leader in You

Worth Considering….or Best Avoided?

Copyright © 2014 John Wiley & Sons, Inc. 7-12

Ethics in OB- Cheat Now…Cheat Later

Copyright © 2014 John Wiley & Sons, Inc. 7-13

Cases for Critical Thinking The Forgotten Team Member

CASE(S) FOR CRITICAL THINKING

THE FORGOTTEN TEAM MEMBER

CROSS-REFERENCE AND INTEGRATION

Copyright © 2014 John Wiley & Sons, Inc. 7-14

RELATED WEB SITES

REVIEW QUESTIONS AND SUGGESTED ANSWERS

3. Is Christine an effective group leader in this case? Why or why not?

Copyright © 2014 John Wiley & Sons, Inc. 7-15

TEAM AND EXPERIENTIAL EXERCISES

TEAMWORK AND MOTIVATION

CROSS-REFERENCE AND INTEGRATION

SERVING ON THE BOUNDARY

CROSS-REFERENCE AND INTEGRATION

Copyright © 2014 John Wiley & Sons, Inc. 7-16

CROSS-REFERENCE AND INTEGRATION

CROSS-REFERENCE AND INTEGRATION

CROSS-REFERENCE AND INTEGRATION