This Document Contains Chapters 9 to 10 Chapter 9 Employee Empowerment and Interpersonal Interventions Learning Objectives 1. Recognize the need for employee empowerment interventions in an OD program. 2. Experience the dynamics involved in interpersonal communication. 3. Practice giving and receiving feedback on your personal communication style. 4. Describe career life planning and stress management as OD techniques. Student Premeeting Preparation 1. Read Chapter 9. 2. Prepare for OD Skills Simulation 9.1. Prior to class, form teams of six or more and assign roles before class. Complete Step 1. 3. Complete Steps 1 and 2 of OD Skills Simulation 9.3. 4. Read and analyze Case: The Sundale Club. Instructor Preparation and Materials 1. Duplicate the answer to Simulation 9.1. It is in the Simulation Procedures section of this manual. 2. Review the scoring procedures for Simulation 9.2. LECTURE OUTLINE 1) Learning objectives. (pg. 223) a) Recognize the need for employee empowerment interventions in an OD program. b) Experience the dynamics involved in interpersonal communication. c) Practice giving and receiving feedback on your personal communication style. d) Describe career life planning and stress management as OD techniques. 2) Empowering the individual. (pg. 223) a) Empowerment is the process of giving employees the power to make decisions about their work. b) Power and decision making are delegated to lower levels to engage all employees. c) A range of OD intervention activities aim at enhancing the development and empowerment of the individual members of the organization. d) The interventions include helping organization members to improve their communication abilities, interpersonal skills, and managerial performance. e) The techniques discussed in this chapter include: i) Employee empowerment. ii) Laboratory learning. iii) Interpersonal style. iv) Transactional analysis. v) Career life planning. vi) Stress management. 3) Employee empowerment. (pg. 223) a) The individual is one of the most critical elements in any large-scale organizational change. b) Central to empowerment is: i) The delegation of power and decision-making to lower levels. ii) The promulgation of a shared vision of the future. iii) Engaging all employees so that they develop a personal sense of pride, self-respect, and responsibility. c) Employees who are empowered are more proactive and self-sufficient. d) The individual is one of the most critical elements in any large-scale organizational change. e) The purpose is to have the individual’s purpose and vision congruent with the organization’s. f) In many organizations, employee empowerment has become a basic cornerstone of change and development programs. g) General Electric has a company wide version of employee involvement that they call “Work-Out.” h) Empowerment concepts are interwoven through OD interventions that will be discussed in future chapters including: i) Team and system interventions. ii) Total quality management. iii) Self-managed work teams. iv) Learning organizations. v) High-performance systems. 4) Laboratory learning. (pg. 225) a) Laboratory learning is sometimes called encounter groups, sensitivity training, training groups, or simply T-groups. b) Laboratory learning involves using a group as a laboratory for experimenting, learning, and discovering cause-and-¬effect relations in interpersonal communication. c) Laboratory learning grew rapidly through the mid-1970s though recently it has been used less as an OD technique. d) Laboratory learning programs usually include 10 to 12 participants who typically do not know one another and one or two experienced trainers or facilitators. e) Objectives of laboratory learning include: i) Insights into managerial and personal style. ii) Determine impact upon others. iii) Awareness of group functioning. iv) Analyzing and coping with change. f) There are no clear-cut empirical studies to document effectiveness. g) Organizations that use some form of laboratory learning methods are more likely to combine it with other OD interventions. 5) Interpersonal Style: The Johari Window Model. (pg. 226) a) The Johari Window Model is a technique for identifying interpersonal communication style. b) If the organization uses formal communications, most of the communication between members may not be authentic. c) Communication is a critical dimension in determining the effectiveness of organizations. d) The Johari Window Model is a technique for identifying interpersonal communication style. (See Figure 9.1, The Johari Window: A Model of Interpersonal Communication Processes.) e) The model presents a two dimensional, four cell figure based on the interaction of the self and others. i) The public area - behavior, thoughts, and feelings which are known both to the person and to others. ii) The blind area - aspects of the self not known to oneself but readily apparent to others. iii) The closed area - behaviors and feelings known only to oneself but not to others. iv) The unknown area - aspects of the self not known to oneself or others. f) Movement along the two dimensions of receiving feedback and disclosure of self-changes an individual’s interpersonal style. g) Disclosure involves the open disclosure of one’s feelings, thoughts, and candid feedback to others. h) Feedback is the behavioral process used to enlarge the public area and reduce the blind area. 6) Transactional analysis. (pg. 228) a) TA is a model for analyzing human behavior using familiar terminology. b) Structural analysis is useful to understand how we get to be who we are. i) A person has three sources of behavior called ego states. (See Figure 9.2, Ego States) (1) Parent - behaviors copied from those of a parental figure. (2) Adult - behaviors involving the basis of objective facts. (3) Child - behaviors retained from the individual’s childhood. ii) All three ego states exist within everyone and a certain amount of each ego state is necessary for a well-integrated personality. iii) Structural analysis can enable people to better understand the source of their values, behaviors, and thoughts. (See Figure 9.3, Ego States of an Organization) iv) This increased awareness can help in improving one’s effectiveness in an organization. c) Understanding transactional theory. i) A transaction is a basic unit of communication. ii) Every interaction between people involves a transaction between their ego states (parent, child, and adult.) iii) Transactions are classified as: (See Figure 9.4, Types of Interactions) (1) Complementary transaction - occurs when a message sent from one ego state receives an expected response from the other person’s appropriate ego state. (2) Crossed transaction - occurs when a message from one ego state receives a response from an inappropriate or unexpected ego state. (3) Ulterior transaction involves two ego states simultaneously: the literal words of the transaction, which may mean one thing, and the underlying intent, which may mean something entirely different. iv) A stroke is any form of recognition including physical, verbal, and visual. (1) Strokes may be conditional and unconditional. (a) Conditional strokes are tied to some type of performance by the receiver of the stroke. (b) Unconditional strokes are given to a person with no strings attached. (c) Both types of strokes are appropriate. (2) Strokes may also be positive, negative, and crooked. (a) Positive strokes. (i) Transactions that provide an expected response and reassure a person’s worth. (ii) Results in a “You’re OK” feeling. (b) Negative strokes (i) Critical transactions resulting in an unexpected, unreassuring response. (ii) Results in a “You’re not OK” feeling. (c) Crooked strokes. (i) Transactions that have a double meaning. (ii) It transmits a message different from the words a person uses. d) Psychological positions and scripts. i) A psychological position is a person’s general outlook on life and how he or she relates to others. ii) Psychological positions are: (1) I’m OK, you’re OK. - an acceptance of self and others, a healthy outlook. (2) I’m OK, you’re not OK. - tendency to mistreat, blame, and put down others. (3) I’m not OK, you’re OK. - feelings of low self-esteem or of lack of power or inadequacy compared to others. (4) I’m not OK, you’re not OK. - feelings of low self-esteem or of hopelessness and loss of interest in living, with feelings of confusion and depression. e) Authentic communication and relationships. i) TA emphasizes open, authentic communications and relationships. ii) TA provides a framework for ¬examining how people relate, communicate, and work. iii) Adult-to-adult transactions make for a more effective organization and help develop employee involvement and empowerment. iv) TA is more useful when it is used by a person to understand and improve their own communications. 7) Career life planning interventions. (pg. 232) a) These interventions are aimed at helping individuals better manage their career on an interpersonal level. b) Career life planning is the process of choosing occupational, organizational, and career paths. c) One of the objectives is to help individuals that feel caught in an “organizational trap” when their career path reaches crisis points. d) Steps in career life planning: i) The participant prepares a set of career life goals. ii) He/she goes through the list with a practitioner or another person to test for reality, to determine priorities, and to look for conflicting goals. iii) Make a list of important accomplishments and things that have made the participant feel happy or satisfied. iv) With the other person, the participant works through the list of goals and the list of past accomplishments looking for conflicts. v) Prepare a detailed plan of action to get from where the participant is to where he/she would like to be. e) There is little documented evidence on the results of this technique though organizations using it report favorable results. 8) Stress management and burnout. (pg. 233) a) Though work-related stress to some extent may improve performance, excessive work stress and personal stress can become dysfunctional. b) Stress is an interaction between an individual and the environment characterized by emotional strain affecting a person’s physical and mental condition. c) Stressors are what causes stress. d) Stress requires two simultaneous events: i) An external event (stressor). ii) An emotional or physical reaction (normally regarded as a negative reaction) to the stressor, such as fear, anxiety, muscle tension, and increased heart rate. e) Major sources of stress. i) Stress can be traced to on-the-job activities and to events occurring away from work; however, the two are interrelated and are complex issues. ii) A recent study shows that jobs causing the most problems are lower-level jobs where there is a high psychological demand coupled with little control over the work place and little use of skills. iii) Potential stressful work activities include a change in policy, reorganization, unexpected changes in work schedules, conflicts with other people, lack of feedback, not enough time to perform duties, lack of participation, and job ambiguities. f) Job burnout. i) Job burnout refers to the emotional exhaustion and reduced accomplishment sometimes experienced by those who work with people or do “people work” of some kind. ii) It is a response to the chronic emotional strain of dealing extensively with other human beings, particularly when they are troubled or having problems. iii) Job burnout is more common among people in professions who must deal extensively with other people (clients, subordinates, and customers). iv) When job burnout occurs, the individual is no longer able to compete with the demands of the job. v) The cost to both the organization and individuals can be high. g) Stress management interventions and coping with stress. i) A stress management intervention is an activity or program that attempts to reduce the cause of work-related stresses or helps individuals to cope with the negative outcomes of exposure to stress. ii) Stress management interventions include time management, delegation, and self-awareness. iii) The OD program itself is a stress management intervention in that OD tries to create an organization in which there are fewer harmful stressors. h) Wellness program - helps employees to improve diet and exercise, sometimes providing company-built training facilities. i) Relaxation techniques - two commonly used techniques are biofeedback and meditation. j) Career life planning - sessions may be one-to-one or group sessions. k) Stress management training - instruction in time management, goal setting, relaxation techniques, and conflict resolution. l) Seminars on job burnout - workshops to help employees understand nature and symptoms of job problems. m) Results of stress management interventions. i) Medical research has shown the positive effect of exercise and the ability of healthy individuals to cope with increased levels of stress. ii) Stress management training, meditation, and biofeedback have been found to decrease pulse rate and blood pressure. OD Applications How W. L. Gore Empowers Individuals and Teams (pg. 225) SUMMARY Gore depends on continual innovation by relying on a flat organization system that makes extensive use of associates (employees) ideas and resourcefulness. MAJOR POINTS • W. L. Gore depends on continuous innovation. • Gore uses the flat lattice system. • There is no assigned authority, few job titles, no chains of command, and no predetermined channels of communication. • With a company size of about 8,000 associates, Gore has found the lattice system is most effective with plants no larger than 150 to 200 associates. • Associates work on the projects that they believe are most worthy of their time. • Leaders emerge rather than being appointed. • If new hires are required on a project, the team does the interviewing and hiring. • A new associate is assigned a sponsor who is also part of the project. • The team becomes successful because they make sure that individual members are successful. • Seniority and education do not count. • Associates’ contributions are reviewed annually by other associates, and they are compensated on how much they contribute to the firm. • All associates, both salaried and non-salaried, are offered a stock option plan and profit sharing. QUESTIONS 1. How does Gore empower teams by empowering individual associates? Answer: Teams are empowered by allowing them to form based on the interests of the associates. As the team develops, leaders emerge as they acquire followers who are also interested in working on the project. The team acquires its members from within Gore and can bring in associates from outside the company. The team becomes successful because it makes sure that individual members are successful. Through the process of a team deciding on who will be its members and evaluating the members based upon their contributions, the team and its members become empowered. 2. What is the lattice system of organization? Answer: The lattice system at Gore is based upon the writings of Douglas McGregor and his ideas of Theory Y management. In the lattice system there are few job titles, no chains of command, and no predetermined channels of communication. The system uses sponsors rather than managers and associates rather than employees. Associates’ evaluations, made by their peers, are based upon their contributions. This has created a company that has a free flow of knowledge and a structure that stimulates communications. 3. Do additional research on Theory Y and Theory X. Answer: Theory X and Theory Y, developed by Douglas McGregor, describe two contrasting management styles: • Theory X: Assumes employees are inherently lazy, need strict supervision, and are motivated primarily by monetary rewards and fear of punishment. • Theory Y: Assumes employees are self-motivated, enjoy work, and seek opportunities for personal growth and responsibility. Theory Y promotes a more participative management style, encouraging employee involvement and intrinsic motivation, while Theory X relies on control and direction. 4. Do you think other companies could use these managerial strategies and structures? Or is this something unique to Gore? Answer: Yes, other companies can use Theory X and Theory Y managerial strategies. While Gore’s unique culture emphasizes autonomy and intrinsic motivation, many organizations can adapt these theories to suit their own needs. Theory X may be applied in more controlled environments, while Theory Y can enhance innovation and employee engagement across various industries. 5. Using the latest edition of Fortune’s “100 Best Companies to Work For in America,” find out what is Gore’s current ranking. See Fortune’s web site at www. money.cnn.com/magazines/fortune. Answer: As of the latest edition of Fortune’s “100 Best Companies to Work For in America,” Gore is ranked 21st. This reflects its strong workplace culture, employee satisfaction, and innovative management practices. 6. You can find additional information on Gore’s lattice system and management at the company's Web site, www.gore.com. Answer: Gore’s lattice management system, as detailed on its website, emphasizes a flat organizational structure with minimal hierarchy. It promotes open communication, employee autonomy, and collaborative decision-making. This approach encourages innovation and empowers employees to take initiative and contribute to the company’s success. Review Questions 1. What are the objectives of laboratory training? Answer: Laboratory training or learning provides insight into personal behavior and how one affects others. The goal is for participants to develop self-insight and awareness, to increase sensitivity to one’s effect on others, and to bring to the surface data on one’s blind spots and hidden areas. The laboratory provides a safe climate away from the work organization where participants can try new behaviors and receive candid feedback from others on the effectiveness of those behaviors. Participants can then take back to their work new ways of behaving and working with others. 2. Identify and explain the four areas of the Johari Window Model. Answer: 1. The public area - includes behavior, thoughts, and feelings that both the person and others know. 2. The blind area - represents aspects of the self not known to oneself, but readily apparent to others. 3. The closed area - involves behavior, thoughts, and feelings known only to oneself but not to others. For others to become aware of this area, it must be disclosed by the person. 4. The unknown area - the behavior and feelings that are inaccessible both to oneself and to others. 3. How can you use the Johari Window Model as a tool to understand interpersonal communications? Answer: Most organizations find that poor communication is the most important problem preventing effectiveness. The model presents a technique for identifying interpersonal communication style. It shows an individual the extent they are willing to receive feedback and disclose information about themselves. By enlarging the public area, an individual behaves in less defensive ways and becomes more open and trusting. Others will tend to react toward him/her with increased openness and trust. 4. What is the interrelationship between the Johari Window Model and laboratory learning? Answer: The ideas of the Johari Window can be used with laboratory learning to help participants understand their effect on others (disclosure) and how their behavior comes across to others (feedback). 5. Explain how transactional analysis can help you better understand your communication patterns. Answer: TA is a way for people to understand themselves better and to improve their communication and interpersonal relation skills. TA provides a model for analyzing and understanding human behavior using terminology familiar to many people. 6. Explain the steps in a career life planning program. Answer: Step 1 Each person independently prepares a list of career life goals that usually includes career, professional, personal, and relational goals (list 1). Step 2 Working in pairs, the practitioner (partner) then goes through the list, reality testing (are goals realistic?), helping set priorities, and looking for conflicting goals. Step 3 Each person makes a list of important accomplishments or happenings, including peak experiences and satisfactions (list 2). Step 4 The practitioner then works through a comparison of the individual’s goals (list 1) with the list of achievements (list 2), looking for conflicts or differences between the two lists. The practitioner points out the differences to his or her partner. Each person prepares a new list of goals with relative importance of the goals (list 3) based on working with the practitioner. Step 5 Each person prepares a detailed plan of action specifying how to get from where he or she is to where the goals show that he or she would like to be. 7. Identify and explain stress management interventions. Answer: A stress management intervention is any activity or program that attempts to reduce the cause of work-related stresses or helps individuals to cope with the negative outcomes of exposure to stress. Stress management interventions include: Wellness programs – physical fitness, nutrition counseling, and smoking cessation. Relaxation techniques - Biofeedback and meditation are commonly used relaxation techniques. Career life planning – usually a seminar or training program in a one-to-one or group session. Stress management training - may include instruction in time management, goal setting, delegation, counseling of subordinates, self-awareness, relaxation techniques, and conflict resolution. Seminars on job burnout - Seminars to help employees understand the nature and symptoms of job problems. KEY WORDS AND CONCEPTS Define and be able to use the following words and concepts: Biofeedback - instruments take brain wave, heart, temperature and muscle readings which enable people to see and control nervous system reactions and stress. (pg. 237) Career life planning - matching career and life goals. (pg. 233) Complementary transaction – occurs when a message sent from one ego state receives an expected response from the other person’s appropriate ego state. (pg. 230) Crooked stroke – has a double meaning. It transmits a message different from the words that a person uses. (pg. 230) Crossed transaction - occurs when a message from one ego state receives a response from an inappropriate or unexpected ego state. (pg. 230) Disclosure - used in Johari Window model to enlarge public area vertically. The process of communicating one’s feelings, thoughts, and candid feedback to others. (pg. 228) Ego states - the three separate sources of behavior used in Transactional Analysis used to describe Parent, Adult, and Child feelings, attitudes, and behaviors. (pg. 228) Empowerment - delegates power and decision making to lower levels and to engage all employees so that people develop in themselves a sense of pride, self-respect, and responsibility. Engages all employees to develop and responsibility. (pg. 223) Fade out - occurs in laboratory learning programs when participants return to their work organizations. Back at work support is often lacking for participants’ new ways of behaving. (pg. 226) Feedback - the behavioral process used to enlarge the public area horizontally allows one to reduce the blind area. (pg. 228) Job burnout - emotional exhaustion and reduced accomplishment that can occur among individuals who do people work of some kind. A response to the chronic emotional strain of dealing extensively with other human beings who are troubled or having problems. (pg. 235) Johari Window Model - a model for identifying communication style where four areas of knowledge about the self are identified: public, blind, closed, and unknown. (pg. 227) Laboratory learning - simulated situations allowing for evaluation and reactions to others. Uses a group as a laboratory for experimenting, learning, and discovering cause-and-effect relations in interpersonal communication. (pg. 225) Meditation - a commonly used relaxation technique where the user repeats a specific sound called a mantra during two 20-minute sessions a day. (pg. 237) Negative strokes - sometimes called cold prickles in TA terms. Results in an unexpected, unreassuring response with a “You’re not OK” feeling. (pg. 230) Positive strokes - in TA language, warm fuzzies. Transactions that provide an expected response and reassure a person’s worth, esteem, or competency: “You’re OK!” (pg. 230) Psychological positions - feelings based on one’s previous experiences lead to positions toward oneself and others. The positions are I’m OK, you’re OK; I’m OK, you’re not OK; I’m not OK, you’re OK; and I’m not OK, you’re not OK. (pg. 231) Psychosocial system - includes the network of social relationships and behavioral patterns of members, such as norms, roles, and communication. (pg. 224) Stress - the interaction between an individual and the environment characterized by emotional strain affecting a person’s physical and mental condition. (pg. 234) Stress management intervention - methods such as biofeedback, wellness, career counseling to help an individual deal with personal and work related stress. (pg. 236) Stressors - events that create a state of disequilibrium within an individual. (pg. 234) Stroking - a concept in TA theory referring to a form of recognition, including physical, verbal, or visual recognition, of one person by another. (pg. 230) Structural analysis - used to understand the three ego states: parent, adult, and child. (pg. 228) Transaction - an interaction between people involving a communication between their ego states. The basic unit of communication classified as complementary, crossed, and ulterior. (pg. 229) Transactional analysis - (TA) an interpersonal relationship model that OD practitioners apply in organization change programs as a way for people to understand themselves better. (pg. 228) Ulterior transaction - involves two ego states simultaneously: the literal words of the transaction, which may mean one thing, and the underlying intent, which may mean something entirely different. (pg. 230) Wellness programs - stress reduction programs initially associated with physical fitness, nutrition counseling, and smoking cessation. (pg. 236) ADDITIONAL RESOURCES Readings: Black, J. Stewart and Hal B. Gregersen, It Starts with One, Changing Individuals Changes Organizations, (Upper Saddle River, N.J.: Wharton School Publishing, 2008). Hamel, Gary, The Future of Management (Boston, MA: Harvard Business School Press, 2007). Hirotaka Takeuchi, Emi Osono, and Norihiko Shimizu, “The Contradictions that Drive Toyota’s Success,” Harvard Business Review, June 2008, p. 98. Mathieu, John E. and Lucy L. Gilson, “Empowerment and Team Effectiveness: An Empirical Test of an Integrated Model,” Journal of Applied Psychology, vol. 91, no. 1 (January 2006), pp. 97–108. Video: Driving Miss Daisy, 1989, Warner Home Video (DVD). It is the story of the relationship between an elderly Jewish woman (Jessica Tandy) and her African-American chauffer (Morgan Freeman) in the U.S. South. The movie can be used as a tool for viewing some of these issues: The driver, Hoke Colburn, can be viewed as a practitioner. He is employed by the son (Dan Aykroyd), but who is his client? Does his character follow the characteristics of a process practitioner and, if so, how? Does he confront Miss Daisy at the appropriate times? And does he back-off and console appropriately? Trace the changes in the Johari Windows for Miss Daisy and Hoke through the movie. Additional Simulation An additional simulation that is not in the textbook follows on the next page: OD Skills Simulation The Microlab Total time required: approximately 2 ½ hours. A. Purpose The micro lab is used to demonstrate or provide insight into how laboratory training may be used as a technique for personal growth or organization development. It also provides an opportunity for experiencing the dynamics of a group in a brief period. B. Procedures Step 1. Form groups of 10 to 12 members each, with one facilitator per group. Step 2. Start micro lab on the following schedule. Usually, the facilitator provides a brief introduction stating the goals and purpose of the micro lab. Step 3. 10 minutes—total group (12 people). Participants are to focus on awareness of their own feelings, group processes, and the here-and-now situation. Step 4. 2 minutes—dyads to process what went on in the total group. The participants pair off to share feelings and discuss what they saw happening in the group. (This may give participants points to discuss in the next group session). In the dyads, participants are to: 1. Share their feelings (i.e., I felt uncomfortable). 2. Share perception of other’s behavior (i.e., You talked a lot, or you looked very relaxed). 3. Share perception of group process (i.e., I felt Gene was trying to dominate the group). Continue as follows: 10 minutes—T-groups (12 people) 2 minutes—dyads 10 minutes—subgroups (6 people) 2 minutes—dyads (new partners within subgroups) 10 minutes—T groups 2 minutes—dyads (new or old partners) 10 minutes—subgroups 2 minutes—dyads 10 minutes—T groups 2 minutes—dyads (new partners) (As the interaction increases, times may be increased to 15 minutes for the total group and 5 minutes for dyads.) Time suggested for Steps 1 to 4: 2 hours Step 5. Process Analysis—a discussion of the micro lab. 1. What were your reactions to the micro lab experience? 2. What did you learn? 3. How did you feel it went? (Was it successful?) 4. How might this technique be used as an OD intervention? Time suggested for Step 5: 15 minutes (Although there are many micro lab designs, this is based upon the ideas of James Clark, formerly of UCLA.) SIMULATION PROCEDURES Simulation 9.1 (pg. 240) SACOG 1. Student premeeting preparation: a. Read SACOG background information, your role description, and become familiar with the observer forms. Complete Step 1. 2. Suggestions: a. Depending on the motivation of the class up to this chapter, I may have students complete and turn in the SACOG Decision Form. I post the results on the classroom bulletin board. b. There is a suggested correct answer to the problem based on members sharing material in the simulation. The answer provided is open to interpretation and the group’s answer will reflect the personalities and values of the participants. c. Participants should read only their role description. Emphasize that participants share information about their ideas in a conversational manner in the role-play and they should be discouraged from reading aloud their role descriptions. d. The dynamics of the simulation can usually be increased by keeping a time record of when each group completes the project. This may help point to the “real world” competition between groups and emphasize the need for departmental collaboration to arrive collectively at a correct answer. 3. Discussion points: a. Examine the internal behaviors of the various groups, especially between the first and last groups to complete the simulation. b. Sharing of information between members; competition and collaboration. c. Optimization of departmental improvement (to get money) at the expense of organization goal attainment. d. Look at the Johari Window and transactional analysis as tools for understanding member and group behavior. 4. Solution: a. See the solution sheet at the end of this section. b. Try to downplay the correct answer to the simulation as it is open to interpretation. Emphasize the simulation should be used as a vehicle for exploring and learning more about individual behavior in work teams. 5. Total time suggested: 60 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 2 30 Step 3 15 Step 4 15 Total 60 Notes Answer to SACOG The correct answer as judged by a number of managers in a survey is the Alcohol Education Rehabilitation area. This area meets the six criteria used for selection. Though some areas are well qualified for selection, the Alcohol Education and Rehabilitation area better meets the qualifications as described in the role descriptions. A brief justification follows: Job Training and Education - High unemployment rate, particularly among minorities. Minorities reluctant to accept services. Facilities not located in rural areas. Drug Abuse - Facilities concentrated in the three larger towns. A large minority population living in rural areas is not served. Marriage and Family Counseling - Facilities geared to handle a larger usage but people reluctant to use services. Getting people to come in for assistance seems to be a major problem which will affect future results. Mental Health - Facilities not located in outlying areas. Minorities tend not to use services although a study indicates few mental problems among minorities. Simulation 9.2 (pg. 246) Johari Window 1. Student premeeting preparation: a. If analyzing a case, read the case before coming to class. 2. Instructor premeeting preparation: Review the scoring procedures. 3. Discussion points: a. Did I recognize blind areas in others? In myself? b. Did I self-disclose any closed areas? Did others? c. How honest was I with others in giving them feedback? d. What determines the extent to which we will give others feedback? 4. Total time suggested: 60 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 1 25 Step 2 25 Total 50 Notes Simulation 9.3 (pg. 251) Career Life Planning 1. Student premeeting preparation: a. Lists 1 and 2 (Steps 1 and 2) can be completed prior to class. 2. Suggestions: a. This simulation can be very meaningful for both the younger students and those students with more experience. When undertaken seriously by the students, it can result in the public area of their Johari Window being enlarged. As a result, it can be a threatening simulation and requires risk-taking on the part of the participants. Stress that the information shared by participants during the simulation be considered confidential. 3. Discussion points: a. Discuss that the process of sharing information about career life goals increases the public area of their Johari Window. b. The information shared during the simulation is confidential and this is often similar to situations in which an OD practitioner will encounter. The information obtained in a session should not be used in the future with the client as leverage or “extortion” to bring about change. The long-range cost will be a loss of credibility with the client. c. Did the participants gain perspective on the congruence of goals and accomplishments? d. Was the feedback valuable? 4. Total time suggested: 60 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 3 25 Step 4 15 Step 5 20 Total 60 Notes CASE TEACHING NOTES The Sundale Club (pg. 253) I. Problems A. Macro 1. Division within organization due to poor relationships among personnel. 2. Lack of leadership and direction within organization. B. Micro 1. Johnson’s (reputed) behavior. 2. Loss of members. 3. Chain-of-command difficulties: Frank Havens unable to talk to boss, Bob Watts uninterested in problem. 4. Poor staff morale; treatment of Pat indicates problem. II. Causes 1. No recognition/follow-through for staff. Pat overlooked for promotion. 2. Personal relationship between Chuck Johnson and Ted Ellis detracts from goals of organization and from staff morale. 3. Bob’s upcoming retirement detracts from interest in problems. III. Systems affected 1. Structural - personal relationships and director’s lack of interest hurt chain-of-command effectiveness. 2. Psychosocial - low morale within staff due to favoritism, disinterest, loss of membership, lack of direction of system. 3. Technical – none apparent. 4. Managerial - organization’s purpose and source of money undermined by personal interests and lack of direction. Managers who had authority, such as Bob Watts, are unwilling to take action. 5. Goals and values – there is no sense organization goals among management or staff despite declining membership. Staff and even some managers are increasingly interested in protecting their jobs or finding another job elsewhere. Consequently, there is little concern for providing service to the membership. IV. Alternatives 1. Leave as is. 2. Let Bob Watts retire; explain problem to new director. 3. Unite staff (as Carol has started); include in meeting with new director/board. 4. Carol Happ hire OD practitioner to intervene and unite staff, but this will be difficult as Watts seems to be “coasting” until retirement. V. Recommendations Realistically, not much can happen until Bob Watts retires. Before Watts retires, some of the staff could unite under the leadership of Carol Happ and meet with Bob. But this has definite risks, particularly for any staff under Ted Ellis. Approach Watts from viewpoint of helping increase memberships and how unity, etc., is needed for this to occur. If Happ and the staff can gain Watts’ support, hire an external OD practitioner. STUDENT PREPARATIONS FOR THE NEXT CHAPTER 1. Read Chapter 10. 2. Prepare for OD Skills Simulation 10.1. Prior to class, form teams of six and assign roles. Complete Steps 1 and 2. 3. Complete Step 1 of OD Skills Simulation 10.2 after finishing OD Skills Simulation 10.1. 4. Read and analyze Case: Steele Enterprises. Chapter 10 Team Development Interventions Learning Objectives 1. Identify how team development techniques fit into an OD program. 2. Recognize team problems and why teams may not be operating at optimum capacity. 3. Experience the process of team development. Student Premeeting Preparation 1. Read Chapter 10. 2. Prepare for OD Skills Simulation 10.1. Prior to class, form teams of six and assign roles. Complete Steps 1 and 2. 3. Complete Step 1 of OD Skills Simulation 10.2 before class but after finishing OD Skills Simulation 10.1. 4. Read and analyze Case: Steele Enterprises. Instructor Preparation and Materials 1. Simulations: Duplicate the answer sheet for Simulation 10.1 to hand out in class. It is located in the Simulation Procedures section. LECTURE OUTLINE 1) Learning objectives. (p. 261) a) Identify how team development techniques fit into an OD program. b) Recognize team problems and why teams may not be operating at optimum capacity. c) Experience the process of team development. 2) Organizing around teams. (p. 261) a) A team is a group of individuals with complementary skills who depend upon one another to accomplish a common purpose or set of performance goals for which they hold themselves mutually accountable. b) Teamwork is work done when the members subordinate their personal prominence for the good of the team. c) Many management theorists see the team-based organization as the wave of the future. 3) The team approach. (p. 262) a) Many organizations are attempting to increase productivity by implementing team-based programs. b) Interdependence refers to situations where one person’s performance is contingent upon how someone else performs. c) Baseball, football, and basketball provide some useful parallels for understanding the workings of teams in other types of organizations. i) Baseball is a game of pooled interdependence where team member contributions are somewhat independent of one other. ii) Football involves sequential interdependence. iii) Basketball exhibits the highest degree of interdependence. d) Organizations frequently use sport teams as a model. i) Some organizations require close teamwork similar to basketball, whereas other organizations require team involvement similar to baseball. ii) A production manager at P&G says that he sees a production team working similar to that of an ideal basketball team. e) One major OD technique is team building or team development. i) The terms team building and team development are used interchangeably. ii) Team building is where the members of a work group examine such things as their goals and culture to improve their ability to work together effectively and efficiently. f) Team building grew out of the application of laboratory learning, used principally during the 1950s and 1960s (see Chapter 9). g) There are several reasons for using team development to improve organizational effectiveness. i) The work group is the basic unit of the organization and provides a supportive change factor. ii) The operating problems of work groups are often sources of inefficiency. 4) The need for team development. (p. 264) a) Teams are the primary unit in an organization. b) There are two types of teams. i) Natural work team. (1) People come together because they do related jobs. (2) They also come together because of the structure of the organization’s design. ii) Temporary task team. (1) Groups meet for limited periods to work on a specific project and disband after they solve it. (2) There is an increasing need for collaboration and coordination of the resources that are brought together. c) The need for team development in an organization varies with the situation. d) Situations that require interaction tend to fall into three categories: (See Figure 10.1 - Situation Determines Teamwork) i) Simple. (1) People working alone and no need to involve others. (2) Little team development necessary. ii) Complex. (1) Information must be shared in order to complete the task but interaction is not on a deeply personal nature. (2) Some team development necessary. iii) Problem. (1) Unusual and unprecedented situations having impact outside an individual’s scope of influence. (2) Requires a team development approach. e) Operating problems of work teams include the following: (See Figure 10.2 - Sources of Team Problems) i) Goals - groups lose their purpose and direction. ii) Member needs - interpersonal differences and conflicts. iii) Norms - lack of norms and acceptable behavior patterns. iv) Homogeneous members - Groups that are homogeneous tend to produce homogeneous ideas. v) Decision making - authoritative decision making. vi) Leadership - degree of power and control of members is inappropriate. vii) Size - number of members is too small or too large for effective interaction. 5) Cohesiveness and groupthink. (p. 268) a) Group or team cohesiveness refers to the unity that the members of a group have for one another. b) A high degree of cohesiveness can be a problem for groups and results in groupthink. i) Groupthink is a deterioration of reality testing and moral judgment that results from group pressures. ii) Likely to happen when agreement becomes such a dominant force that it tends to outweigh consideration of alternatives. c) Eight characteristics of groupthink: i) Illusion of invulnerability. ii) Rationalization. iii) Illusion of morality. iv) Shared stereotypes. v) Direct pressure. vi) Self-censorship vii) Illusion of unanimity. viii) Mind guards. 6) The purpose of team development. (p. 269) a) It is to integrate the goals of the individual and the group with the goals of the organization. b) It involves the following: i) Identify objectives, set priorities. ii) Examine performance of team. iii) Analyze group process. iv) Improve communications. v) Improve problem-solving ability. vi) Increase cooperation. vii) Work more effectively with other teams. viii) Increase respect of other team members. 7) The team development process. (p. 271) a) Team development process involves 2 types of activities. i) Family group diagnostic meetings. (1) Aimed at identifying group problems. ii) Family group team-building meetings. (1) Aimed at improving the team’s functioning. b) Team development is one of the most widely used OD activities. c) A team development meeting has two objectives: i) The task or work agenda of the group. ii) The processes by which members work on the task. d) General procedure of a team development training meeting follows these steps: i) Step 1: Initiate the team development meeting. (1) Need has been identified in previous stage of OD program or team’s manager. (2) Members of the team discuss the degree to which they support team development and if a team is necessary given the work situation. ii) Step 2: Setting objectives. (1) Team agrees on broad objectives of team development meeting. (2) Pertinent questions to the work group include: (a) What is the purpose of the meeting? (b) Are the team members really interested and committed? (c) What does the team want to accomplish? iii) Step 3: Collecting data. (1) Additional and more detailed information about the team is obtained through surveys, questionnaires, interviews, etc. (2) The practitioner also may have a two- to four-hour pre–team development meeting with members. iv) Step 4: Planning the meeting. (1) The agenda for the team development meeting is planned based on data collected and objectives. (2) Planning includes logistics and resources required. v) Step 5: Conducting the meeting. (1) Usually lasting several days, the team works through the objectives. (2) The purpose is for the team to develop a specific action plan for improving the ways to reach its organization goals. vi) Step 6: Evaluating the team development process. (1) Examines action items to determine those that are working and those that need further work. e) Results of team development meetings. i) Research finds that it is very effective and is a popular intervention used in many organizations. ii) Research found that team building to be the most effective OD intervention. 8) Outdoor experiential laboratory training. (p. 273) a) Sometimes called outdoor labs, wilderness labs, adventure learning, or the corporate boot camp. b) Takes a group of people who normally work with one another and place them in an outdoor setting where they participate in experiential exercises. c) The training seems to hasten discussions surrounding leadership styles, team work, and interpersonal relationships. d) The labs have participants involved in activities that require teamwork and allow opportunities to work on leadership and team development. e) The learning provides participants with insights into their leadership and interpersonal styles. f) After an exercise, the team and the consultant critique the exercise with an emphasis upon what they learned and how it applies to work g) The outdoor lab process. i) Specialized training companies typically offer outdoor labs. ii) An outdoor lab is part of a larger program that lays the groundwork for it and follows through after it has ended. iii) An assessment of the team is made prior to the training session. iv) An orientation meeting is held with participants at their normal work site. v) Lab exercises are selected that fit the goals and abilities of the team. vi) The team arrives at the training site and participates in exercises. vii) After an exercise, the trainers ask the team to reflect on the process. viii) Discussion centers around how they operated as a team, helpful and not helpful behaviors, risk taking, and leadership. ix) Before returning to the workplace, participants summarize what they have learned and how it applies to their work. x) At work, the team follows through with goal setting and plans for meeting goals. h) Cautions when using outdoor labs. i) Safety is a major concern. ii) Participation is voluntary. iii) Participants should have fun and labs not become too serious. i) Results of outdoor labs. i) The labs have become very popular and widely used. ii) They are relatively new and need more research into their effectiveness. iii) Some initial research shows favorable results. iv) Should be part of a larger change program such as OD in order to be more effective. 9) Role analysis and role negotiation. (p. 276) a) Role analysis technique is designed to clarify role expectations by analyzing roles of team members. i) Role conception is the focal person’s ideas about appropriate behavior. ii) Role ambiguity refers to the team member not fully knowing what others expect. iii) Role conflict occurs when there is a difference between what is expected of a team member and the member’s actual behavior. iv) Role analysis is used to clarify role discrepancies. v) Steps in role analysis are: (1) Role analysis - role incumbent describes their role as they see it. Others may add or modify list. (2) Role incumbent expectations of others - a list of role incumbent’s expectations of other group members is set forth. Others may add to or modify list. (3) Role expectations - others list expectations of role incumbent. (4) Role profile - after agreement of role definition, role incumbent makes a written summary. vi) The above steps are followed until each group member has completed a role profile. vii) Role profiles are periodically reviewed. b) Role negotiation looks at the work relationships among team members. i) It involves controlled negotiations between participants. ii) Directed at the work relationships among team members. iii) During the role negotiation, managers discuss what they want from one another and explain why. iv) Steps in role negotiation are: (1) Contract setting - each member makes a list for every other member with three items: things to do more, things to do less, things to do the same. (2) Issue diagnosis - each member makes a master list that combines all the things that others have written about him/her. (3) Role negotiation - members decide which items they want to work on most and form into pairs to negotiate. (4) Written role negotiation agreement - outcome is a written role negotiation of agreement between members. OD Applications Virtual Teams (p. 263) SUMMARY Virtual team meetings use advance technology to electronically bring people together to collaborate and share ideas. MAJOR POINTS • Virtual team meetings have been occurring in some form since the beginning of the Internet. • Advancements in software and technology to conduct meetings has made meetings seem more life-like. • GE has change the way it works with its 340,000 worldwide employees, its suppliers, and customers. • Advanced telepresence systems use an array of large high definition monitors, video cameras, and high speed communication lines. • P&G uses telepresence to bring together divisions in different parts of the company so that they can collaborate with one another to come up with new products. • Some of the reasons for the growth in telepresence are: expensive air travel, fast pace that organizations must operate to be competitive, technology becoming more advance and less expensive, and employees comfortable with new technologies. QUESTIONS 1. Compare the methods used at GE, P&G, and other companies to promote virtual teams. Answer: GE and P&G use telepresence technology in a similar manner. Both companies operate in a highly competitive and worldwide environment where they must act quickly to market and economic conditions. Telepresence allows them to bring people together to work on common projects without the delay of days that physical meetings require. 2. What do you see as the advantages and disadvantages of virtual meetings? Answer: For companies (including their suppliers and customers) who are located in multiple places, virtual meetings allow interested groups to meet quickly. The advantages include reduce costs of air travel and employee costs involved with traveling. In addition, organizations can act more quickly in moving projects and products to markets. The disadvantages include less human interaction which may especially be an issue for people who are not experienced with electronic communication. More subtle forms of communication such as some nonverbal signals may be missing. 3. Visit the Web sites of HP at www.hp.com and search for Halo and Cisco at www.cisco.com and search for TelePresence to research current information on telepresence technology. Answer: HP’s Halo and Cisco’s TelePresence are advanced telepresence technologies designed to enhance remote communication with high-definition video and audio. HP’s Halo focuses on providing immersive, lifelike interactions in a dedicated studio environment, while Cisco’s TelePresence offers flexible, high-quality video conferencing solutions suitable for various business settings. Both technologies aim to improve collaboration and decision-making by creating a more engaging and realistic remote meeting experience. Groupthink at the White House (p. 269) SUMMARY. Janice Irving research and writings in groupthink frequently used major foreign policy mistakes as examples. Leading up to and soon after President Barack Obama took office, he used the term “groupthink” in at least three news conferences that included references to avoiding the mistakes of groupthink. MAJOR POINTS • Janis Irving did extensive research into groupthink during his 40 years at Yale University • His books on groupthink looked at recent and major U.S. foreign policy fiascoes like the attack on Pearl Harbor, the Bay of Pigs, and the escalation of the Vietnam War. • President Obama seemed to be aware of the term and the research that surrounded it regarding the making of previous foreign policy. • He used the term several times at news conferences just before and soon after taking office. • November 26, 2008: “The walls of the echo chamber can sometimes keep out fresh voices and new ways of thinking. You start engaging in groupthink.” • December 1, 2008: “One of the dangers in the White House, based on my reading of history, is that you get wrapped up in groupthink and everybody agrees with everything and there’s no discussion and there are no dissenting views.” • February 6, 2009: “I'm not interested in groupthink, which is why the board reflects a broad cross-section of experience and expertise and ideology.” QUESTIONS 1. Does groupthink play a part in teams and work groups of other types of organizations than governmental policy making groups? Support your position. Answer: Yes, groupthink can occur in any team or work group, not just governmental policy-making. It happens when the desire for harmony or conformity in a group leads to poor decision-making and a lack of critical evaluation. This can affect corporate teams, academic groups, and other organizations, often resulting in suboptimal outcomes due to suppressed dissent and a lack of diverse perspectives. 2. Try to cite personal examples of groupthink. Answer: 1. Workplace Project Teams: A project team may push forward with a flawed strategy because everyone agrees without critically evaluating alternatives. 2. Academic Research Groups: A research team might overlook potential flaws in their study due to a strong desire to support a prevailing hypothesis. 3. Social Groups: Friends might collectively agree to risky behavior, such as skipping class or trying something unsafe, because no one wants to dissent from the group's consensus. Eco Seagate and Team Development (p. 274) SUMMARY Each year Seagate Technology brings together 200 of their employees from around the world on a $2 million outdoor lab experience. MAJOR POINTS • The lab, called Eco Seagate, is where they hold team development sessions in the desolate mountains and glaciers of New Zealand. • CEO Watkins started the outdoor labs with the belief that if he showed the value of teamwork away from work, participants would transfer the experience back into their work. • Participants come from a cross section of the company. • Teams are composed of five people and made in advance. • Composition is based on having a mix that includes physical ability, level within the company, sex, nationality, and personality. • The lab takes place over five days where teams go through competitive events that encourage each team to learn how to work together. • CEO Watkins has no quantitative results of the outdoor labs and has received criticism from stockholders for the event. • He says, “The only thing you know for sure is that if you do nothing, then nothing will happen, and nothing will change.” QUESTIONS 1. What is your opinion of Eco Seagate? Answer: Eco Seagate represents a positive initiative by Seagate Technology to enhance environmental sustainability through innovative recycling and energy-efficient practices. By focusing on reducing environmental impact and promoting responsible resource use, it aligns with broader trends in corporate responsibility and environmental stewardship. 2. Should the CEO attempt to quantify the results? And if so, how? Support your position. Answer: Yes, the CEO should quantify the results to measure the effectiveness of Eco Seagate initiatives. This can be done by tracking metrics such as reduced carbon emissions, energy savings, and improvements in recycling rates. Quantifying these outcomes provides tangible evidence of success, supports decision-making, and enhances accountability. 3. Would your class teams benefit from this type of training? How? Answer: Yes, class teams would benefit from this type of training. It would improve collaboration, enhance problem-solving skills, and foster a more cohesive and efficient working environment. By learning to manage group dynamics and avoid pitfalls like groupthink, teams can achieve better outcomes and more effective project execution. Review Questions 1. Identify the characteristics of an effective team. Is a golf team really a team, or just a group? Answer: Characteristics included cooperation, teamwork, and effectiveness in accomplishing goals by involving participation from all. In effective teams, members are open and honest with one another, there is support and trust, there is a high degree of cooperation and collaboration, decisions are reached by consensus, communication channels are open and well developed, and there is a strong commitment to the team goals. 2. Identify and give examples of ways of increasing team effectiveness. Answer: Examples are open communication, clarity of goals, room for input from all, satisfaction of members. One major OD technique, termed team building or team development, is used for increasing the communication, cooperation, and cohesiveness of units to make them more productive and effective. 3. Identify the symptoms of groupthink. Explain how groupthink can be avoided through team development. Answer: Symptoms are illusion of invulnerability, rationalization, illusion of morality, shared stereotypes, direct pressure, self-censorship, illusion of unanimity, and mind guards. Groupthink can be avoided through team development by being aware of group processes, improved communications and relationships among members, encouraging dissenting opinions, identifying objectives, increasing respect for others, and improving problem-solving ability of groups. 4. Select an example of groupthink occurring in an organization and critique the results and consequences to that organization. This could be an organization that is familiar to you or one that you have researched. Answer: An example of groupthink is the decision-making process at Enron before its collapse. The company’s leadership group, driven by a desire to maintain a positive image and achieve financial success, ignored or rationalized unethical practices and financial irregularities. The results were catastrophic, leading to massive financial losses, legal consequences, and the company's bankruptcy. The consequences included a loss of stakeholder trust, regulatory changes, and severe damage to employees' and investors' interests. 5. Identify the six steps in the team development process. Answer: Initiate the team development meeting, set objectives, collect data, plan the meeting, conduct the meeting, and evaluate the process. KEY WORDS AND CONCEPTS Define and be able to use the following words and concepts: Group cohesiveness - the attractiveness a group has for its members. (p. 268) Groupthink - describes the problems of group cohesiveness. Refers to a mode of thinking that people engage in when they are deeply involved in a cohesive in-group and when the members striving for unanimity override their motivation to realistically appraise alternative courses of action. (p. 268) Interdependence - situations where one person’s performance is contingent upon how someone else performs. (p. 262) Natural work team - people coming together because of the related jobs or the structure of the organization design. (p. 264) Outdoor experiential laboratory training - takes a group of people who work together, place them in an outdoor setting, and allows them to experiment and discuss leadership styles and teamwork. (p. 273) Role ambiguity - the role incumbent’s being unaware of or lacking sufficient knowledge of the expectations of others. In other words, he or she does not fully know what others expect. (p. 277) Role analysis - a team development method for clarifying role expectations. Role analysis is used to clarify such role discrepancies, leading to improved group cohesiveness and functioning. (p. 276) Role conception - the person’s own ideas about appropriate role behavior. (p. 277) Role conflict - discrepancy between role conception and others’ expectations. (p. 277) Role expectations - the behaviors expected or prescribed for one member of the team by the other team members. (p. 277) Role negotiation - an OD team building technique that is directed at the work relationships among group members. The technique involves a series of controlled negotiations between participants. During the role negotiation, managers discuss what they want from each other and explain why. (p. 277) Team - a group of individuals who depend upon one another to accomplish a common objective. (p. 261) Team building - also called team development. Is a data based intervention where a work group examines such things as their goals, structure, procedures, culture, norms, and interpersonal relationships to improve their ability to work together effectively and efficiently. (p. 262) Team development – also called team building. See team building. (p. 262) Teamwork - work done by members, all subordinating personal prominence for the good of the team. (p. 261) Temporary task team - refers to groups meeting for limited periods of time to work on a specific project of problem, and after the solution of the problem they disband. (p. 264) ADDITIONAL RESOURCES Readings: Bennis, Warren, “The End of Leadership: Exemplary Leadership Is Impossible Without Full Inclusion, Initiatives, and Cooperation of Followers,” Organizational Dynamics, vol. 28, no. 1 (Summer 1999), pp. 71–80. Hamel, Gary, “Break Free,” Fortune, October 1, 2007, pp. 119-26. Lencioni, Patrick, The Five Dysfunctions of a Team: A Leadership Fable, (San Francisco: Jossey-Bass, 2002). Thompson, Leigh L., Making the Team, A Guide for Managers, (Upper Saddle River, NJ: Pearson Education, Inc., 2008). Video: Thirteen Days. (2000, New Line Cinema) This docudrama is an account of the Cuban Missile Crisis in October 1962. The movie is based on The Kennedy Tapes: Inside the White House During the Cuban Missile Crisis. and not Robert Kennedy’s book, Thirteen Days. The movie focuses upon the decision-making process when a group is confronted with a complex and highly important problem. The movie alludes to the Bay of Pigs fiasco (invasion of Cuba), which was used as an example by Irving Janis in his writings on groupthink. Several key decision makers, including President Kennedy, mention that they cannot make the same mistakes they made planning for the Bay of Pigs invasion. There are excellent examples of the operation of subgroups and the techniques they use to pressure the President to accept their position. North Dallas Forty. (1979 / DVD available) Quotes from the book were used in the chapter and the movie also looks at issues of teamwork. Several students could be assigned to read the book and give a brief report to the class. Twelve Angry Men looks at decision making within teams. The movie provides opportunities to observe groupthink and problems of group cohesiveness. Twelve Angry Men is an old black and white movie (1957 / VHS and DVD) but it is a classic that is often used by consultants in OD team building training. The movie has been remade as a TV movie (1997 / VHS) and is also available. Guest Speaker: A coach of a football, basketball, etc. team could speak to the class about teamwork, its importance, and how teamwork is built. SIMULATION PROCEDURES Simulation 10.1 (p. 279) Organization Task and Process 1. Student premeeting preparation: a. Complete Step 1 by forming teams of six members and selecting roles the preceding class period. Also, complete Step 2. 2. Suggestions: a. Emphasize there is only one correct solution. b. Forty-five minutes is usually long enough to reach a decision and still retain some time pressures. c. Duplicate the answer sheet found below. d. Upon completion of the simulation, we have students turn in the Energy International Decision Form to be posted on the classroom bulletin board. 3. Discussion points: a. Examine extent to which the groups use resources effectively. b. Usually groups get very involved in this simulation, often losing sight of process issues. c. This simulation also sets the foundation for Simulations 10.2 and 10.3. 4. Answers: a. The answer sheet follows on the next page. 5. Total time suggested: 70 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 3 45 Step 4 10 Step 5 15 Total 70 Notes ENERGY INTERNATIONAL PROBLEM SOLUTION Name Age Education Nationality Language Spoken Experience Illin 35 N.Y. School of Mines American Portuguese 2 years Hule 42 N.M. Inst. of Earth Science American Portuguese 7 years Gadolin 41 N.Y. School of Mines American Portuguese 6 years Samar 33 Mass. Inst. of Sciences American Portuguese 5 years Lute 36 N.Y. School of Mines American No Portuguese 9 years Noddy 43 St. Francis University American Portuguese 14 years Lanta 36 Mass. Inst. of Sciences Canadian 4 years The New Mexico Institute of Earth Sciences and St. Francis University require three special subjects for graduation and are therefore smaller than the Massachusetts Institute of Sciences or the New York School of Mines. St. Francis is not the smallest; therefore, the New Mexico Institute of Earth Sciences must be. This makes N.M.I.E.S. a women’s university. Brazilians hold a feudal attitude toward women. Seismology and paleontology are essential for General Membership. St. Francis does not offer seismology; therefore, no graduate of St. Francis can qualify for General Membership. None of the Brazilian staff understands English, nor do the government inspectors; therefore, before the General Manager can countersign the inspector’s report, he must be able to read Portuguese. Each candidate except Gadolin is disqualified because he lacks the qualifications outlined. Simulation 10.2: Team Development (p. 285) and Simulation 10.3: Role Analysis Team Development (p. 288) Simulation 10.1 needs to be completed before doing either Simulations 10.2 or 10.3. Review both of the simulations and determine which one will best meet the needs of your class. Both simulations are not intended to be used, although if you want to emphasize team development both simulations could be used. Simulation 10.2 (p. 285) Team Development 1. Student premeeting preparation: a. If required by time constraints, students can complete the Team Development Profile and the Decision Critique Form in Step 1. 2. Suggestions: a. Encourage students to focus on becoming more effective versus fault finding. 3. Discussion points: a. Issues of leadership, authority, communication, interdependence, etc. 4. Total time suggested: 80 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Steps 1 and 2 30 Step 3 20 Step 4 15 Step 5 15 Total 80 Notes Simulation 10.3 (p. 288) Role Analysis Team Development 1. Student premeeting preparation: a. None. 2. Suggestions: a. Encourage students to focus on becoming more effective versus finding fault. 3. Discussion points: a. Issues of leadership, authority, communication, interdependence, etc. 4. Total time suggested: 80 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Steps 2 through 4 50 Step 5 15 Step 6 15 Total 80 Notes CASE TEACHING NOTES Steele Enterprises (p. 289) I. Problems A. Macro 1. Lack of communication between departments and from the top down. 2. Role conflict. 3. Competition rather than cooperation. B. Micro 1. How to resolve and prevent personal disputes between Dick and Donna. II. Causes 1. Dick and Donna do not seem to be aware of their respective assignments. 2. Role ambiguity exists between Dick and Donna. There is a lack of clarification regarding roles and duties. 3. Possible “personality conflict” between Dick and Donna. III. Systems affected 1. Structural - there is a clear organization structure defining the Chemical and Mechanical departments. 2. Psychosocial - the behavior of Dick and Donna is disruptive and may soon filter down to other people in their departments. 3. Technical – none apparent. 4. Managerial - the management structure between Gene and his two subordinates, Dick and Donna, is degenerating into a fighting match with Gene as the referee. 5. Goals and values – Dick and Donna do not give indications of valuing teamwork and seem to be more interested in competing with one another. IV. Alternatives 1. Gene can transfer either Dick or Donna so they will not be in contact with one another. 2. Gene can make sure assignments given to Dick and Donna do not overlap. Also, Gene can reduce contact between the two. 3. Undertake team development training initially between Gene, Dick, and Donna. With time, bring in members of their departments. Perhaps consider an outdoor lab. V. Recommendations Team development as explained in three above. STUDENT PREPARATIONS FOR THE NEXT CHAPTER 1. Read Chapter 11. 2. Prepare for OD Skills Simulation 11.1. Read and familiarize yourself with the rules and procedures of the Disarmament Game. Complete Step 1. 3. Read and analyze Case: The Exley Chemical Company. Instructor Manual for An Experiential Approach to Organization Development Donald R. Brown 9780136106890
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