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v


involves working together
to achieve something beyond the
capabilities of individuals working
alone.
v The foundation of team performance is
interpersonal skills.
v Is there a difference between groups
and teams?
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v Ñnderstanding group process can

improve team behavior and
performance.
v Group process plays a pivotal role in
team performance as organizations
expect teams to achieve higher levels
of performance in less time with fewer
resources.

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v -tates that a team¶s performance is

based on its structure, dynamics, and
stage of development.
v Team performance is a function of
team structure + team dynamics +
team development stage.

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v ‰ormal groups - -anctioned by the

organization.
v Informal groups - Developed
spontaneously when members join
together voluntarily because of similar
interest.
v Groups can also be ongoing, without
ending (primary), or temporary,
discontinuing after the objective is met
(secondary). à


  
 

v ‰unctional groups
± Are ongoing teams consisting of managers
and their employees.
± Each work unit or department makes up a
functional group.
± -ome functional groups are called self-
directed groups or self-managed teams
because team leadership is shared.

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v Task groups
± Consist of functional team members who
work together on a specific task, usually
with members of other functional teams.
± Are commonly cross-functional.
± Are often called committees.

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v 4efers to the patterns of interactions

that emerge as groups develop.
v Also called group process.
v The six components of group dynamics
are objectives, team size, team norms,
group cohesiveness, status within the
team, and group roles.

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v To be effective, teams must agree on

clear objectives and be committed to
achieving them.
v Implications for managers:
± Managers should be certain that their
groups have measurable objectives and
know the priorities.
± The team objectives should be coordinated
with organizational goals.
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v Task groups are smaller than functional

groups.
v If the group is too small, it tends to be
too cautious; if it is too large, it tends
to be too slow.
v Larger groups tend to generate more
alternatives and higher quality ideas
because they benefit from diverse
participation.
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v The larger the team size, the more

formal or autocratic the leadership
needs to be to provide direction.
v -o what is the ideal group/team size?

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v âorms are the group¶s shared

expectations of its members¶ behavior.
v They determine what should, ought to, or
must be done for the group to maintain
consistent and desirable behavior.
v âorms are usually developed
spontaneously as the group members
interact through the routine of the
team«but«
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v âorms are formed and influenced by

the group¶s beliefs, attitudes, and
knowledge
v âorms can change over time to meet
the group¶s needs.
v âorms are enforced by group members
through ridicule, ostracism, sabotage,
and physical abuse.
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v Is the attractiveness and closeness (both

physical and emotional) group members
have for one another and for the group.
v The more desirable group membership is,
the more willing the members are to
behave according to the team¶s norms.
v ‰actors influencing cohesiveness are
objectives, size, homogeneity,
participation, competition, and success.
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v row cohesiveness affects team

performance
± Cohesive teams tend to have a higher level
of success at achieving their objectives,
with greater job satisfaction.
± Cohesive team members tend to miss work
less often, are more trusting and
cooperative, and exhibit less tension and
hostility.

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v -tatus is the perceived ranking of one

member relative to other members of
the group.
v The more respect, prestige, influence,
and power a group member has, the
higher his or her status within the
team.
v The high-status members have a major
impact on the group¶s performance.
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v A clear, elevating goal

v A result-driven structure
v Competent team members
v Ñnified Commitment
v A collaborative climate
v -tandards of excellence
v External support and recognition
v Principled leadership
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v 4oles are shared expectations of how

group members will fulfill the
requirements of their position.
v People develop their roles based on
their own expectations, the
organization¶s expectations, and the
group¶s expectations.

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v Task roles ü The things group members

do and say that directly aid in the
accomplishment of its objective(s).
v Task roles are sub classified into
objective clarifiers, planners,
organizers, leaders, and controllers.

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v Maintenance roles ü The things group

members do and say to develop and
sustain group dynamics.
± Defines a group¶s social atmosphere.
v -ub classification of maintenance roles:
formers, consensus seekers,
harmonizers, gatekeepers, encourager,
and compromisers.

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v -elf-interest roles ü The things

members do and say to meet their own
needs or objectives at the expense of
the team.
± ‰ollowing hidden agendas.
v -ub classification of self-interest roles:
aggressors, blockers, recognition
seekers, and withdrawers.

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v To be effective, a team must have

members who play task roles and
maintenance roles, while minimizing self-
interest roles.
v Implications for managers
± Managers should make the group aware of the
need to play task and maintenance roles.
± If the members are not playing these roles, the
manager should.

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v Team development affects team

dynamics, satisfaction, effort, and
performance.
v All teams are unique with dynamics
that change over time.

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%& ‰ 4MIâG stage

o
  Characterized by low development level (D1),
high commitment, and low competence.


%& -T 4MIâG stage



  Characterized by moderate development level
(D2), lower commitment, and some
competence.

%'& â 4MIâG stage
   Characterized by high development level (D3),
variable commitment, and high competence.
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%(& PE4‰ 4MIâG stage

   Characterized by outstanding development level
(D4), high commitment, and high competence.


%)& ADJ Ñ4âIâG stage


  âot reached unless there is some drastic

reorganization.
Does occur in task groups.

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v Conducting meetings
± Begin the meetings on time.
± Begin by reviewing progress to date, the
group¶s objectives, and the purpose or
objective for the specific meeting.
± Cover the agenda items.
± End the meeting on time.
± -ummarize and review assignments.

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The silent member The leader must encourage the silent

member to participate, without being obvious
or overbearing.
The leader can use the simple rotation
method.
The talker The leader must slow down talkers and
should not allow them to dominate the group.
The simple rotation as well as the penny
technique can be used.

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The Wanderers distract the team from the agenda

Wanderer items and like to complain and criticize.
The leader must keep the group on track.
Be kind, thank the member for the contribution,
and then throw a question out to the group to get
it back on track.
The Bored The bored person may be preoccupied with other
Member issues and not pay attention or participate in the
group meeting.
Keep members motivated. Assign the bored
member a task such as recording ideas on the
board or recording the minutes. à

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The Arguer The arguer likes to be the center of attention.

They enjoy arguing for the sake of it, rather than
helping the group.
The leader should resolve conflict by trying to
minimize arguers¶ opportunities for confrontation.

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v The level of team work differs between

countries.
v Learning to develop group dynamics,
group leadership, and group problem-
solving and decision-making skills will
help you become a more effective
group member.

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