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Case Study

Student

Institutional

Professor

Course
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Case Study

Question one

The degree of task interdependence, team member satisfaction, and teamwork are the

three criteria for evaluating functional teams/groups. When the performance of other team

members influences the team's objectives, task interdependence occurs. For a team to be

effective, each team member must be able to work together to complete tasks and achieve goals

(Robbins & Judge, 2019). To ensure that the team collaborates on the same goals, satisfaction

among team members is vital. The most important of the three factors is the level of teamwork.

To be considered adequate, the team must be able to complete tasks and achieve goals.

In the case of west coast transit (WCT), the team comprises three individuals: Denson,

the team leader; ben, the customer service representative; and Janet, the customer service

manager. The team is charged with enhancing customer service, which requires a high degree of

task interdependence. To be successful, each team member must work together (Meichenbaum,

2018). In addition, the team must have a high degree of member satisfaction to ensure the team

works together for the same goals. Denson, ben, and Janet are all teaming up in the

communications department to find solutions and provide better customer service. Lastly, to be

considered adequate, the team must be able to complete tasks and achieve objectives. In this

scenario, the team can improve and provide better customer service.

Question two

The five stages of group formation are formation, storming, norming, performing, and

adjourning. In the west coast transit case study, a particular sequence of behaviors and dynamics

are characterized by each step. The team members are just getting to know each other and the
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task ahead in forming. They are feeling the group's dynamics and figuring out each individual's

roles. Denson is the team leader, giving direction to the project and setting goals for the team.

According to the case study, Denson "assigns roles and responsibilities to each team member.

In the storming phase, team members examine their differences, viewpoints, and

perspectives. The team members' attempts to "create a common vision of the project's goals and

objectives" are shown in the case study (Uhl-bien et al., 2021). In the norming phase, team

members have accepted the group's differences and formed close working relationships. The

team has "come together as a cohesive unit.

The team can apply their collective experience and expertise to the task at hand in the

executing stage. According to the case study, the team is "on target to meet the project's tight

deadline" (Uhl-bien et al., 2021). The adjourning stage is the last stage, in which the team

members will separate after completing the task. The team is "completing their project and

preparing to move on to new endeavors," according to the case study.

Question Three

Schein's three personality profiles can be applied to each of the three members of the

team in the west coast transit (WCT) case study. Denson, the team's manager, can be attributed

to the first image of the "leader." including the ability to convey a sense of He created a climate

in which the team could work together productively, and he provided the necessary guidance

without being overly direct. Denson demonstrated the ability to balance direction and autonomy

by allowing the team to make decisions and take the initiative, a characteristic of a leader.

The second profile, the 'follower,' can be traced back to Sarah, the employee—an avid

participant in team activities. Sarah could take direction from Denson without questioning it,
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which is a characteristic of a follower. Sarah was able to contribute to the team in a meaningful

way while simultaneously acknowledging her manager's expertise.

The third profile, the "outsider," can be attributed to teammate John. His inability to

attend meetings or participate in group discussions; in addition, his failure to work with the team

was further demonstrated by the fact that he often "checked out" when it came time to participate

in team activities. These behaviors are characteristic of a person who is an "outsider," and john

demonstrated these characteristics in the wet case study.

Question Four

The communication among the participants in the west coast transit (WCT) case study

needed to be more balanced. Effective communication (Uhl-bien et al.,2021) "requires that all

parties concerned have accurate and complete information, can discuss their ideas, and can listen

to and understand others' opinions," according to the book. The participants in the WCT case

study could not communicate effectively due to various obstacles.

In the WCT case study, one of the main communication barriers was a need for more

confidence among the participants. As Uhl-bien ear of the word "smooth" describes. As seen in

their interactions, the WCT team members did not trust each other. Denson and Jeff, for

example, were both skeptical and openly disagreed with carl's idea when he was discussing his

idea for a new route. This lack of confidence hampered the team's ability to communicate

effectively.

In addition, the WCT case study participants faced another communication obstacle: their

need for more respect for one states that "respect for one another's ideas and opinions is essential

to effective communication". As seen in their interactions, the team in the WCT case study did
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not have respect for each other's ideas and viewpoints. Denson and carl, for example, dismissed

Jeff's proposal of implementing a new scheduling scheme openly without considering its merits.

This inability to treat one another stifled the team's ability to work effectively.

Question Five

The textbook identifies two main categories of conflicts: functional and dysfunctional

(Uhl-bien et al. 2021). Functional conflicts are interpersonal disputes between team members

that are effective and support the team in achieving its goals (Kreitner & Kinicki, 2019).

Dysfunctional conflicts are disruptive situations that prevent the unit from achieving its goals.

There are examples of functional and dysfunctional tensions in the west coast transit

(WCT) case study. Denson and Johnson, the two team members who have different perspectives

on how to proceed with their latest venture, are in a functional conflict. Denson envisions a more

creative and innovative approach, while Johnson favors the traditional method. The available

conflict is evident in the case study when they debate their idea and decide the best way to

complete it. This organizational conflict benefits the team and allows them to develop new ideas

and solutions to the problem, which is useful to them.

Denson and Livingston are the two most disadvantaged groups in the case study.

Livingston is the teammate who is lagging, avoids work, and is disengaged. This conflict

destabilizes and makes it impossible for the team to achieve its goals. Livingston's attempts to

motivate him were unsuccessful, and Livingston's attitude and lack of enthusiasm affected the

team's results.
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Question Six

Denson must address the tension between the team members in the west coast transit case

study. The collaboration approach would be a more effective conflict management tactic.

Collaboration, according to (Uhl-bien et al. 2021), "is concerned with finding a solution that is

mutually beneficial to both sides." Given the current dynamics between and among team

members, this approach is the most realistic because it acknowledges the needs of all parties

involved in the conflict and strives for a win-win situation.

For example, Denson can use the teamwork approach to spark a lively discussion among

the team members. During the debate, Denson will encourage the team members to discuss their

perspectives and feelings about the situation. This will allow the team to gain a better

understanding of each other's viewpoints and come up with a mutually beneficial solution.

Denson can also facilitate the discussion to make it more efficient and enjoyable.

Denson can also use the team approach to create a "team problem-solving session" (Uhl-

bien et al., 2021, p. 477). During the session, the team will brainstorm potential solutions to the

problem and negotiate the most effective solution. This will enable the team to agree on a topic

they can all agree on. In addition, it can foster a sense of cohesion and trust among the team

members.

Question Seven

In the west coast transit case study, one specific leadership skill should be promoted:

distributed leadership. Distributed leadership distributes responsibility among multiple

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individuals, not just the team leader (Uhl-bien et al., 2021). This leadership style enables

teamwork and allows for different viewpoints, leading to more creative solutions and better

problem-solving. Denson should encourage distributed leadership in the case study by enabling

team members to take ownership of tasks, listen to their concerns, and encourage them to

participate in decision-making.

In the west coast transit case study, one specific maintenance activity that should be

promoted is team-building. Team-building activities help foster confidence and build

relationships within the organization, resulting in improved results (Uhl-bien et al., 2021).

Denson should look for opportunities to involve the team in activities that promote team-

building, such as brainstorming sessions, problem-solving sessions, or even something as simple

as a team lunch.

Insubordination is the most significant disruptive behavior that should be discouraged in

the west coast transit case study. Insubordination occurs when a team member refuses to follow

their leader's or manager's instructions (Uhl-bien et al., 2021). This behavior is disruptive to the

team and can result in a breakdown of communication and trust. Denson should carefully set

clear goals and communicate them to the team in the case study. To discourage this form of

conduct, he should also be able to address any instances of insubordination quickly and

effectively (Kotter, 2012).

Question Eight

Jing is an Indian engineer recruited to lead the west coast transit initiative. Her biggest

motivational flaw is that she feels overworked and undervalued. She is overwhelmed by the

increasing demands of the project and the need for more resources and support from her team.
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Denson should use a structure theory such as the hierarchy of needs to motivate Jing. According

to this model, people have a hierarchy of requirements that must be met to be motivated. Jing

needs to have her basic needs for safety and stability met explicitly (Schneider, Ehrhart &

Macey, 2013). Denson could do this by ensuring that Jing has the necessary resources and

assistance to complete her tasks and providing her with job security and recognition for her hard

work (Uhl-bien et al., 2021).

West coast transit's Mahoney is that he is frustrated with the inadvertent failure of his

team and the absence of clear direction from their boss. Denson can use a process model, such as

goal-setting theory, to motivate Mahoney. According to this theory, setting realistic goals can

motivate individuals to achieve those goals (Uhl-bien et al., 2021). Denson could provideth a

concrete plan and goal for the project and set realistic goals for the team. Denson should also

reward the team for accomplishing their goals.

Tanney is financially evaluating the west coast transit project. Her motivational disorder

is that she is underappreciated for her contributions to the project. Denson could use a positive

reinforcement approach to motivate Tanney. Positive reinforcement can be a valuable way to

motivate individuals by rewarding desired behaviors (Uhl-bien et al., 2021). Denson should

recognize Tanner for her efforts and tangible rewards such as free flights or extra vacation days.

As shown by this, Tanney will continue to contribute to the project and be praised for her hard

work.
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References

Uhl-Bien, M., Piccolo, R. F., Schermerhorn, J. R., & Bachrach, D. G. (2021). Organizational

behavior (2nd ed.). Hoboken, NJ: John Wiley & Sons.

Robbins, S. P., & Judge, T. A. (2019). Organizational behavior (17th ed.). Upper Saddle River,

NJ: Pearson Education.

Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture.

Annual Review of Psychology, 64, 361–388.

Kreitner, R., & Kinicki, A. (2019). Organizational behavior (13th ed.). New York, NY:

McGraw-Hill Education.

Meichenbaum, D. (2018). Conflict resolution: A cognitive-behavioral approach. In T. M.

Brinthaupt & C. P. Lipka (Eds.), Conflict Resolution: Theory, research, and practice (pp.

87–108). New York, NY: Oxford University Press.

Kotter, J. P. (2012). Leading change. Boston, MA: Harvard Business Review Press.
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