CH-12-13 Informal and Formal Groups – Organizational Behavior: Human Behavior at Work : Book Guide

This Document Contains Chapters 12 to 13 Chapter 12 Informal and Formal Groups Suggested Answers to Discussion Questions 1. Think of a part-time or full-time job that you now hold or formerly held. Identify the informal organization that is (was) affecting your job or work group, and its effects. Discuss how the informal leaders probably rose to their positions and how they operate. Student answers will vary according to the jobs they choose to identify. Possible informal organizations include circle of friends in the workplace, softball or bowling team or other recreational group, workers drawn together by job skills or location, religious affiliations. Informal organizations differ from formal organizations in that they focus on people and their relationships, while formal organizations deal with the official aspects of the organization. In my former role as a customer service representative at a retail store, the informal organization that significantly influenced my work group was the group of employees who unofficially took on leadership roles within the team. These individuals, often referred to as "key influencers," emerged based on their experience, knowledge, and interpersonal skills rather than through formal appointment. The informal leaders in our group typically rose to their positions by demonstrating expertise in handling difficult customer situations, showing a strong work ethic, and being proactive in assisting their colleagues. They gained respect and trust from their peers, which naturally led others to look to them for guidance and support. These informal leaders operated by setting a positive example through their own actions, offering guidance and advice to newer or less experienced team members, and mediating conflicts within the group. They also played a crucial role in maintaining team morale and cohesion, often organizing informal social events or initiatives to boost team spirit. Overall, the informal organization within our work group had a significant impact on our day-to-day operations and team dynamics. The informal leaders played a crucial role in facilitating communication, promoting collaboration, and enhancing overall performance. Their influence was instrumental in creating a positive and productive work environment. 2. Have you ever been in a situation where informal group norms put you in role conflict with formal organization standards? Discuss. Students’ answers may vary. Most students should easily find an example of this type of role conflict. One example would be when a group of college students leave campus on Thursday, for a trip to their hometown, when they are expected by their professors to be in class on Friday. One person has a reason to leave on Thursday; the others are willing to suffer the role conflict rather than lose the ride. Another example often occurs in manufacturing plants—the formal organization has strict rules requiring safety equipment (such as safety glasses) to be worn at all times. Some informal groups think it is “cool” to not wear these items, and even make a game of it by seeing if they can avoid being “caught” by management without their safety equipment. Yes, I have experienced a situation where informal group norms conflicted with formal organizational standards. In a previous job, I was part of a team where the informal norm was to arrive late to meetings. Despite the formal policy stating that punctuality was important, the group had developed a habit of starting meetings late to accommodate latecomers. As someone who valued punctuality and adhered to the organization's formal standards, I found myself in a role conflict. I felt torn between following the informal group norm to avoid standing out or adhering to the formal organizational standard of being on time for meetings. To resolve this conflict, I initially tried to adapt to the group norm by arriving late to meetings. However, this caused me to feel uncomfortable and conflicted, as it went against my personal values and the formal standards of the organization. Eventually, I decided to address the issue directly with the team, highlighting the importance of punctuality and suggesting ways to ensure meetings started on time without excluding latecomers. While this approach initially met with some resistance from the group, over time, we were able to find a compromise that respected both the informal group norms and the formal organizational standards. This experience taught me the importance of balancing informal group dynamics with formal organizational standards and the need to address role conflicts directly and constructively. 3. Discuss some of the benefits and problems that informal organizations may bring to both a work group and an employer. Students’ answers may vary. Figure 12.3 lists the benefits and problems for both employers and work groups. Students should point out that group cohesiveness is directly related to the benefits that may emerge, as are people’s attitudes toward the organization. They should also point out that the problems associated with informal organizations may, in fact, offset the benefits. For example, the same cohesiveness that is necessary for benefits to occur can also cause a group to reject a newcomer, which negates the possible stability the newcomer may have received from the group. Informal organizations within a work group can bring several benefits, such as increased camaraderie, enhanced communication, and improved morale. When employees feel a sense of belonging to an informal group, they are more likely to collaborate effectively, share knowledge, and support one another, which can lead to higher levels of job satisfaction and productivity. Additionally, informal groups can serve as a source of social support, helping employees cope with job-related stress and challenges. This can contribute to a positive work environment and reduce turnover rates. However, informal groups can also present challenges for both the work group and the employer. One common problem is the emergence of cliques, where certain individuals or subgroups within the informal organization may exclude or marginalize others. This can lead to feelings of alienation, resentment, and decreased morale among those who are not part of the clique. Another issue is the potential for informal groups to develop norms and values that conflict with the formal objectives and standards of the organization. This can create tension and undermine the overall effectiveness of the work group. From an employer's perspective, managing informal groups can be challenging. While these groups can enhance employee satisfaction and performance, they can also be resistant to change and difficult to influence. Employers may need to find ways to align the goals and values of informal groups with those of the organization to ensure that they contribute positively to the overall success of the company. 4. Think of a small group that you belonged to recently. Assess the level of its cohesiveness. What factors contributed to, or prevented, its cohesiveness? Students’ answers may vary. Power struggles, lack of agreement, or the lack of clear purposes of the group often lead to low cohesiveness. Also, an external threat (an outsider does something that might harm one or more of the group members) can serve to elevate cohesiveness in the group. Cohesive groups normally are comprised of individuals who are very similar, at least in terms of their values and attitudes. One small group that I belonged to recently was a project team tasked with developing a new marketing campaign. I would assess the level of cohesiveness in this group as moderate. While we were able to work together effectively towards our common goal, there were also some factors that prevented us from being as cohesive as we could have been. One factor that contributed to the cohesiveness of our group was our shared commitment to the project's success. We all understood the importance of the campaign to our organization and were motivated to do our best work. Additionally, we had a clear understanding of our roles and responsibilities, which helped to minimize confusion and conflict within the group. However, there were also factors that prevented us from being more cohesive. One issue was the lack of regular communication and feedback. Due to conflicting schedules and priorities, we often struggled to find time for group meetings and updates, which led to misunderstandings and delays in our work. Another factor was the presence of a few individuals who were more dominant and assertive than others. While their contributions were valuable, their tendency to dominate discussions sometimes made other team members feel sidelined or less valued, which affected the overall cohesiveness of the group. Overall, while our group was able to work together effectively towards our goal, there were areas where we could have improved our cohesiveness. More regular communication, a greater emphasis on teamwork and collaboration, and a more equitable distribution of contributions and responsibilities could have helped to enhance the cohesiveness of our group. 5. Thinking of that small group, explain in what ways were the members’ actions, interactions, and sentiments were different in practice from what they were supposed to be when the group was formed? Students’ answers may vary. Emergent informal leaders tend to often be poor candidates for formal leadership. Informal leaders are often characterized as “quarrelsome,” but rarely as “sensible.” The informal leader often, in the heat of the moment, takes the group down an uncharted course, with less than positive outcomes for the other group members. This tends to change the ways in which the members interact with each other and with the leader. Reflecting on the small group I was part of for a recent project, I can identify several ways in which the members' actions, interactions, and sentiments differed in practice from what they were supposed to be when the group was formed. 1. Role Expectations: When the group was formed, each member was assigned specific roles and responsibilities based on their expertise and experience. However, in practice, some members took on additional tasks while others were less engaged than expected. This resulted in an imbalance of workload and varying levels of contribution. 2. Communication: The group was supposed to maintain open and regular communication to ensure everyone was informed and aligned with the project's goals. However, in practice, communication was often sporadic, with some members being more proactive in sharing updates and seeking feedback than others. This led to misunderstandings and delays in decision-making. 3. Conflict Resolution: While the group was formed with the intention of fostering a collaborative and harmonious environment, there were instances where conflicts arose between members. These conflicts were not always addressed in a timely or constructive manner, which affected the overall cohesion and morale of the group. 4. Decision-Making: The group was expected to make decisions collectively, taking into account the input and perspectives of all members. However, in practice, decisions were sometimes made by a few dominant members without full consensus or consideration of alternative viewpoints. This undermined the democratic process that was intended when the group was formed. 5. Commitment: While all members initially expressed commitment to the project's success, in practice, levels of commitment varied. Some members were highly dedicated and willing to go above and beyond to ensure the project's success, while others were less engaged and more focused on their individual tasks. Overall, while the group was formed with good intentions and clear objectives, there were areas where the members' actions, interactions, and sentiments deviated from what was expected. This highlights the importance of ongoing communication, role clarification, and conflict resolution in maintaining a cohesive and effective group dynamic. 6. Identify five specific things you will do to create an effective committee the next time you are a leader or member of one. Students’ answers may vary. Suggestions might include the following: • Prepare an agenda • Stick to it • Prepare (or have the group prepare) objectives to be accomplished • Assign specific subtasks to specific individuals or subcommittees • Set time guidelines for what is to be accomplished by when • Be sure to review, at the end of each committee meeting, what has been done in that meeting and what is to happen next Other suggestions might have to do with choosing committee members to adequately reflect the diversity in the organization and to guard against the intrusion of groupthink into the committee. Creating an effective committee requires careful planning and execution. Here are five specific things I would do to ensure the success of the committee the next time I am a leader or member: 1. Establish Clear Goals and Objectives: Clearly define the purpose and objectives of the committee to ensure that all members are aligned and working towards the same goals. This will help to focus discussions and decision-making processes. 2. Define Roles and Responsibilities: Assign specific roles and responsibilities to each committee member based on their skills and expertise. This will help to ensure that tasks are completed efficiently and that everyone feels valued and engaged. 3. Promote Open Communication: Foster a culture of open communication where all members feel comfortable sharing their ideas, concerns, and feedback. Encourage active listening and constructive dialogue to facilitate collaboration and consensus-building. 4. Set and Adhere to Timelines: Establish clear timelines and deadlines for completing tasks and achieving goals. Regularly review progress against these timelines and make adjustments as needed to ensure that the committee stays on track. 5. Evaluate and Reflect: Regularly evaluate the committee's performance and effectiveness against its goals and objectives. Reflect on what has worked well and what could be improved, and make adjustments accordingly to enhance the committee's overall effectiveness. By following these five steps, I believe I can help to create an effective committee that is focused, efficient, and successful in achieving its goals. 7. Divide a sheet of notebook paper into five columns. In the first column, under the heading “Strengths,” list all the strengths that any of the types of group structures might have (e.g., “generates many solutions”). Write the four types of structured approaches as headings for the remaining columns. Indicate, by placing a check in the appropriate column(s), which approaches might have each of the strengths you listed. (Notice that, in essence, you are preparing your own contingency model.) Students’ answers may vary. The Four types of structured approaches are: • Brainstorming—stimulates creative thinking; its advantages are deferred judgment, broader participation, greater task orientation, and a final product of which all group members feel a part. • Nominal groups—minimizes the effects of dominant personalities, as members work privately and vote on alternatives secretly. • Delphi decision making—reaches incredible accuracy, as it involves experts and emphasizes interactive consensus seeking. • Dialectic decision making—forces the group to adequately consider all alternatives. Here's an example table: In this table, the checkmarks indicate which group structures are likely to have each strength. For example, functional and matrix structures are likely to generate many solutions, while divisional and network structures might not be as effective in this aspect. 8. What does consensus mean to you, from your experience? Has your understanding of it changed since reading this chapter? What other interpretations do you think the term has for other people? Students’ answers may vary. Answers to this question may indicate that what students originally thought was a wholly positive outcome may not always be such. Those who had never dreamed that groupthink existed, or can so easily permeate the thinking of a group, might be less inclined now to sing the praises of consensus seeking. Other ideas may be that it is okay to have dissenters, and that groups may often compromise, but not necessarily reach a universally accepted “consensus” about certain key issues to individuals. Consensus, to me, means reaching a collective agreement or decision where everyone in a group is in general agreement and supports the outcome. It signifies a shared understanding and commitment among group members, often achieved through discussion, negotiation, and compromise. After reading this chapter on informal and formal groups, my understanding of consensus has not drastically changed, but it has been enriched. I now appreciate the importance of consensus in both formal and informal group settings, understanding that it can lead to better decision-making, increased cohesion, and a sense of ownership among group members. I believe that the term "consensus" can be interpreted differently by other people depending on their experiences and perspectives. Some may see it as a process of ensuring that all voices are heard and considered before a decision is made, while others may view it as a way to build harmony and avoid conflict within a group. Additionally, cultural differences and individual personalities can also influence how consensus is perceived and practiced in various contexts. 9. The chapter mentions five major weaknesses of decision-making groups. Prepare a counter-argument that powerfully describes some of the benefits of using groups. Students’ answers may vary. Groups tend to be more accurate on certain decision tasks than individuals. Groups can often have greater diversity of opinion and more expertise than any one person could possibly have. Groups can be a training ground for future leaders, as they learn leadership skills from interacting within a group. Social facilitation often occurs within groups as well; individuals contribute more merely because others are present. While decision-making groups may have their weaknesses, there are also numerous benefits to using groups in organizational settings. One key benefit is the diversity of perspectives that groups bring. By bringing together individuals with different backgrounds, experiences, and expertise, groups can generate a wider range of ideas and solutions than would be possible with a single decision-maker. This diversity can lead to more innovative and creative outcomes. Another benefit of using groups is increased buy-in and commitment to decisions. When individuals participate in the decision-making process, they are more likely to feel ownership over the decision and be motivated to see it through. This can lead to greater implementation success and a more engaged workforce. Groups also have the potential to improve decision quality through the process of collaboration and debate. By discussing different viewpoints and challenging assumptions, groups can identify potential flaws in a decision and work together to find the best possible solution. This can lead to more well-thought-out decisions that take into account a wider range of factors. Additionally, using groups can help build stronger relationships among team members. The collaborative nature of group decision-making can foster a sense of camaraderie and teamwork, which can have positive effects on overall team performance and morale. In conclusion, while decision-making groups may have weaknesses, the benefits they offer in terms of diversity of perspectives, increased buy-in and commitment, improved decision quality, and strengthened relationships make them a valuable tool in organizational decision-making processes. 10. A manager complained recently that, “meetings are not as much fun anymore since we started using structured approaches to group problem solving.” Explain why this might be so. In addition to “fun,” what criteria should the manager be using to judge group success? Students’ answers may vary. This manager may have been the social leader of the group in the past. This person does not want to concentrate on task issues. This manager should be reminded of the objectives of the meeting group. It is entirely likely that decisions under the structured approach are timelier, more accurate, and much more efficiently rendered. The shift from unstructured to structured approaches in group problem solving can indeed change the dynamics of meetings and potentially reduce the perceived level of "fun." This change can be attributed to several factors: 1. Increased Focus and Accountability: Structured approaches often involve predefined agendas, roles, and processes, which can make meetings more focused and goal-oriented. While this is beneficial for productivity, it may reduce the informal and relaxed atmosphere that some people associate with "fun" meetings. 2. Reduced Flexibility: Structured approaches may limit spontaneous discussions or activities that can add an element of excitement or unpredictability to meetings. The more rigid structure may make the meetings feel more formal and less engaging for some participants. 3. Emphasis on Task Completion: Structured approaches prioritize achieving specific outcomes and solving problems efficiently. This focus on task completion may leave less room for casual interactions or non-task-related discussions that can contribute to a sense of enjoyment in meetings. To judge group success beyond the criteria of "fun," the manager should consider the following: 1. Effectiveness in Problem Solving: Are the structured approaches leading to better problem-solving outcomes? Is the group able to generate innovative solutions and implement them successfully? 2. Efficiency: Are meetings more productive and time-efficient with the structured approaches? Are goals and objectives being achieved in a timely manner? 3. Engagement and Participation: Are all group members actively engaged and contributing to discussions? Are diverse perspectives being considered and integrated into decisions? 4. Decision Implementation: Are decisions made in meetings being effectively implemented? Is there follow-through on action items and commitments? 5. Team Cohesion: Is the group cohesive and working well together? Are relationships among team members positive and supportive? 6. Impact on Organizational Goals: Are the outcomes of group problem solving aligning with the organization's overall objectives and strategies? While "fun" can contribute to a positive meeting experience, it should not be the sole measure of group success. By focusing on these broader criteria, the manager can assess the effectiveness and impact of structured approaches to group problem solving. Assess Your Own Skills Students should honestly circle the number on the response scale that most closely reflects the degree to which each statement accurately describes them when they have tried to lead a group or committee. This section will help them understand how well they exhibit good group leadership skills. Incident The Excelsior department store Among other items, this case concerns informal organization, legitimacy of organizational influence, models of change and equilibrium, and leadership styles. With regard to informal organization, the department manager has by omission allowed conflict between two groups to develop. If the manager had developed integrated work teams of both old and new employees and instructed the cashier in proper conduct when the department expansion took place, the informal group conflicts might have been avoided. Apparently the leadership style was excessively permissive and free-rein. In many organizations certain personal privileges are allowed for old-timers, such as desirable times for coffee breaks, but the privileges that interfere with customer service are dysfunctional; consequently the department manager has reasons to correct the cashier’s practices in order to improve customer service. This is a legitimate area of managerial influence. Priority for coffee breaks, on the other hand, may be left within the decision area of the informal organization, since it does not appear to interfere with customer service. A total effort to suppress all informal practices would be a threat to the informal organization and invite retaliation. The straightening of stock and the cleaning appear to be a matter of fairness between two informal groups, rather than a question of customer service. These practices interfere with commission earnings and could lead to major employee conflicts and deteriorating service if not corrected. Discussion of discipline in an earlier chapter indicates that rules and practices should be enforced fairly for all groups. Experiential Exercise Examining Social Networks Students have been asked to answer four questions after studying the list of class member names. After completing the task they will have to turn in the sheets to the instructor who will then tabulate the results and report them back to the class. The class will then discuss the data and its characteristics, and will draw a conclusion as to what the data tells them about the informal organization in the class. Generating OB Insights Students’ responses will vary for this exercise. They should however, highlight several of the major topics discussed in the chapter such as group dynamics, the nature and effects of informal groups, informal leaders, differences between task and social leadership roles, weaknesses of group meetings, etc. Chapter 13 Teams and Team Building Answers to Discussion Questions 1. Discuss how to build a unified team within a whole organization. Students’ answers may vary. Just calling a group a team does not change its basic character or effectiveness, and it can take months, if not years, for a team to achieve high-performance status. A unified team exists when team members know their objectives, contribute responsibly and enthusiastically to the task, and support one another. To create such a team, managers must provide a supportive environment, match skills to role requirements, establish superordinate goals, and institute team rewards. Building a unified team within a whole organization requires a strategic and inclusive approach that fosters collaboration, trust, and a shared sense of purpose among all members. Here are some key steps to achieve this: 1. Define a Clear Vision and Goals: Clearly articulate the organization's vision, mission, and goals. Ensure that every team member understands and is aligned with these objectives. 2. Establish Clear Roles and Responsibilities: Clearly define each team member's role and responsibilities within the organization. This reduces ambiguity and ensures accountability. 3. Promote Open Communication: Create a culture of open and transparent communication where team members feel comfortable sharing their thoughts, ideas, and concerns. Encourage regular team meetings, one-on-one discussions, and feedback sessions. 4. Encourage Collaboration and Teamwork: Foster a collaborative environment where team members work together towards common goals. Encourage cross-functional teams and projects to promote collaboration across different departments. 5. Build Trust and Respect: Trust is the foundation of any successful team. Encourage trust by being transparent, keeping commitments, and showing respect for each team member's contributions and opinions. 6. Provide Opportunities for Growth and Development: Support the professional growth and development of team members through training, mentorship, and career advancement opportunities. This shows that the organization values its employees and their development. 7. Celebrate Successes: Recognize and celebrate the achievements and successes of the team. This helps boost morale and motivation, fostering a positive team culture. 8. Address Conflict Constructively: Conflict is natural in any team, but it must be addressed constructively. Encourage open dialogue to resolve conflicts and find mutually beneficial solutions. 9. Lead by Example: Leaders play a crucial role in building a unified team. Lead by example, demonstrating the values and behaviors you expect from team members. By following these steps, organizations can build a unified team that is aligned with the organization's goals and values, resulting in improved performance and a positive work environment. 2. Explain how matrix organization gives rise to the need for teams. Students’ answers may vary. The effect of matrix structure is to separate activities into projects that compete for allocations of people and resources. Each project is then allocated to a team for handling. When applied on a large scale across the organization, the matrix organizational process also creates cross-functional teams. A matrix organization is a complex organizational structure in which employees report to both a functional manager (based on their specialization or expertise) and a project or team manager (based on the specific project or assignment they are working on). This dual reporting structure gives rise to the need for teams in several ways: 1. Cross-Functional Collaboration: In a matrix organization, employees from different functional areas come together to work on projects. Teams are formed to leverage the diverse skills and expertise of these individuals, promoting cross-functional collaboration and ensuring that all aspects of a project are covered. 2. Resource Sharing: Since employees in a matrix organization may be assigned to multiple projects simultaneously, teams are formed to facilitate resource sharing. Team members can collaborate to allocate resources effectively and ensure that each project has the necessary support. 3. Increased Flexibility: Teams in a matrix organization provide flexibility in resource allocation. As project priorities shift, team members can be reassigned to different projects based on the organization's needs, allowing for a more agile response to changing circumstances. 4. Enhanced Communication: Teams play a crucial role in facilitating communication within a matrix organization. They provide a forum for team members to share information, discuss project requirements, and coordinate activities, ensuring that everyone is aligned and working towards common goals. 5. Improved Decision-Making: In a matrix organization, teams are often responsible for making decisions related to their projects. This decentralized decision-making process can lead to faster and more informed decisions, as team members are closer to the issues and have a better understanding of the context. Overall, the matrix organization's complex structure necessitates the formation of teams to effectively manage projects, promote collaboration across functional areas, and ensure that resources are allocated efficiently. 3. How do temporary groups and committees (discussed in Chapter 12) compare with teams? What are their similarities and differences? Students’ answers may vary. Groups, committees, and teams are similar in that they are groups of people tasked with accomplishing one or more objectives. The differences between a team and other types of groups include: • The frequency of team members’ interaction • Ongoing existence • Teams monitor their own work • Team members are given training in mutual problem-solving methods • Team members share leadership responsibilities internally • Conflict is accepted and even encouraged • Results are measured on the basis of their collective (not individual) outputs • A focus on problem solving rather than efficient task performance Temporary groups and committees, as discussed in Chapter 12, differ from teams in several key ways, while also sharing some similarities. Similarities: 1. Purpose: Both temporary groups/committees and teams are formed to achieve specific goals or objectives within a defined timeframe. 2. Composition: They are composed of individuals with diverse skills, expertise, and backgrounds, brought together to work towards a common goal. 3. Interdependence: Members of both temporary groups/committees and teams rely on each other to achieve their objectives, requiring a certain level of collaboration and coordination. Differences: 1. Duration: Temporary groups/committees have a specific end date or a short lifespan, after which they are disbanded. In contrast, teams are often more permanent and continue to work together beyond the completion of a specific project. 2. Focus: Temporary groups/committees are usually formed to address a specific issue or complete a specific task, after which they may be dissolved. Teams, on the other hand, are often ongoing entities that work together on multiple projects or tasks over time. 3. Structure: Teams typically have a more defined structure with clear roles, responsibilities, and leadership roles. In contrast, temporary groups/committees may have a more fluid or ad hoc structure, depending on the nature of the task or issue at hand. 4. Relationships: Teams often develop strong bonds and relationships over time, which can enhance their effectiveness and cohesion. In contrast, temporary groups/committees may not have the same level of relationship development due to their short-term nature. 5. Accountability: Teams are often more accountable for their outcomes and performance, as they are expected to deliver results over the long term. Temporary groups/committees may be less accountable, as their focus is more on completing a specific task or project within a limited timeframe. In summary, while both temporary groups/committees and teams share some similarities in terms of purpose, composition, and interdependence, they differ in terms of duration, focus, structure, relationships, and accountability. Temporary groups/committees are more short-term and task-focused, while teams are often more permanent and focused on ongoing collaboration and performance. 4. Review the typical stages in a team’s life cycle. Think of a time when you were a member of a work team. Were all those stages represented? Did they appear in a different order? Did some of them emerge more than once? Explain. Students’ answers may vary. The stages of typical team development are forming, storming, norming, performing, and adjourning. Not all the stages must necessarily occur, nor is the order rigid. It is also possible for some stages to recur, as the team regresses back to an earlier stage and then evolves into the latter stage once again. The typical stages in a team's life cycle include forming, storming, norming, performing, and adjourning. Reflecting on my experience as a member of a work team, I can say that these stages were indeed represented, although not always in the exact order and with some stages appearing more than once. 1. Forming: At the beginning, our team was in the forming stage, where members were introduced, and the purpose and goals of the team were clarified. There was a sense of excitement and anticipation about working together. 2. Storming: Shortly after forming, our team entered the storming stage. This was a period of conflict and disagreement as we navigated different ideas, working styles, and personalities. It was challenging, but necessary for our team to grow and develop. 3. Norming: As we resolved our conflicts and began to understand each other better, we entered the norming stage. During this phase, we established norms, roles, and a sense of cohesion. There was more collaboration and mutual support among team members. 4. Performing: The norming stage transitioned into the performing stage, where our team was highly productive and effective. We worked together seamlessly, leveraging each other's strengths to achieve our goals. This was the most rewarding stage for our team. 5. Adjourning: Unfortunately, our team eventually reached the adjourning stage as our project came to an end. This was a bittersweet stage, as we celebrated our accomplishments but also had to say goodbye to each other. In our experience, these stages did not always occur in a linear fashion. There were times when we regressed from performing back to storming, especially when faced with new challenges or changes in our team dynamics. However, each stage was important in shaping our team and ultimately helping us achieve our goals. 5. Assume you are to be placed in charge of a student group in this class. Outline the key action steps you will take to make sure that the group develops into a real team. Students’ answers may vary. They can look at the team-building process. Typical stages include (Figure 13.4): • Identification of a problem • Collection of relevant data • Data feedback and confrontation • Problem-solving experience • On-the-job application and follow-up Students should also realize that the group has to evolve through its normal life cycle stages (Figure 13.2). To ensure that a student group develops into a real team, I would take the following key action steps: 1. Establish Clear Goals: Clearly define the goals and objectives of the group. Ensure that every member understands and is committed to achieving these goals. 2. Create a Team Charter: Develop a team charter that outlines the purpose, goals, roles, responsibilities, and expectations of each team member. This will provide a framework for how the team operates. 3. Foster Open Communication: Create a culture of open and transparent communication where team members feel comfortable sharing their thoughts, ideas, and concerns. Encourage regular team meetings and discussions. 4. Build Trust: Trust is essential for team cohesion. Encourage trust by being reliable, respectful, and supportive of each team member. Address any conflicts or issues that arise promptly and constructively. 5. Encourage Collaboration: Foster a collaborative environment where team members work together towards common goals. Encourage sharing of ideas, skills, and resources. 6. Promote Accountability: Hold each team member accountable for their actions and contributions to the group. Ensure that everyone is responsible for their assigned tasks and deadlines. 7. Provide Support and Recognition: Support the professional growth and development of team members. Recognize and celebrate the achievements and successes of the team. 8. Lead by Example: Lead by example, demonstrating the values and behaviors you expect from team members. Be a role model for collaboration, communication, and professionalism. By taking these key action steps, I believe that the student group will have a solid foundation for developing into a real team, where members work together effectively towards common goals and objectives. 6. Think of a time when you observed, or exhibited, social loafing. What contributed to it? How could it have been prevented or minimized? Students’ answers may vary. If students are being honest, they will probably admit that they have engaged in social loafing by not preparing for a class discussion on a certain day, or by not giving their best effort to a group project. The main reason they are likely to give is that they could “hide” in a large class, or group, without really risking being revealed as unprepared or not contributing. Social loafing can be minimized by making explicit performance expectations known to each individual, and by reducing the size of groups. Social loafing occurs when individuals exert less effort in a group setting compared to when working alone. One instance where I observed social loafing was during a group project in college. One of the main contributors to social loafing in this case was the lack of individual accountability within the group. Some members felt that their contributions would not be recognized or evaluated individually, leading them to exert less effort. To prevent or minimize social loafing in a group setting, several strategies can be implemented: 1. Set Clear Expectations: Clearly define the goals, roles, and responsibilities of each team member. Ensure that everyone understands the importance of their individual contributions to the overall success of the project. 2. Establish Individual Accountability: Implement mechanisms to track and evaluate individual contributions to the group project. This could include assigning specific tasks to each team member and holding regular progress reviews. 3. Encourage Communication: Foster a culture of open communication where team members feel comfortable discussing their ideas, concerns, and progress. Encourage team members to provide feedback and support to each other. 4. Provide Incentives: Offer incentives for individual performance, such as recognition or rewards, to motivate team members to exert their best effort. 5. Promote Group Cohesion: Build a sense of camaraderie and teamwork within the group. Encourage team members to support and motivate each other, which can help reduce social loafing. 6. Monitor and Intervene: Monitor the progress of the group project closely and intervene if signs of social loafing are detected. Provide feedback and guidance to team members to ensure that everyone is contributing effectively. By implementing these strategies, social loafing can be prevented or minimized, leading to a more productive and cohesive group environment. 7. Think about self-managing teams. Would you like to work in one? Why or why not? Students’ answers may vary as this is a student-specific answer. It will vary based on their choices given the advantages and the disadvantages of self-managing teams. Self-managing teams are groups of employees who are responsible for managing their own work and making decisions related to their tasks without direct supervision. Personally, I would be interested in working in a self-managing team for several reasons. Firstly, self-managing teams offer a greater sense of autonomy and empowerment. As a member of such a team, I would have more control over my work processes and the ability to make decisions that directly impact the outcomes of our projects. This autonomy can lead to increased job satisfaction and motivation. Secondly, self-managing teams often foster a culture of collaboration and innovation. Since team members are encouraged to take ownership of their work, there is a greater emphasis on sharing ideas, expertise, and best practices. This collaborative environment can lead to more creative solutions and improved performance. Additionally, working in a self-managing team can enhance my skills in areas such as decision-making, problem-solving, and conflict resolution. These experiences can be valuable for personal and professional growth. However, there are also potential challenges associated with self-managing teams, such as the need for strong communication and interpersonal skills to effectively collaborate with team members. Additionally, there may be a higher level of accountability and responsibility in a self-managing team, which could be stressful for some individuals. Overall, I believe that the benefits of working in a self-managing team outweigh the potential challenges. The opportunity to have greater autonomy, collaborate with colleagues, and develop valuable skills makes it an appealing option for me. 8. The authors assert that “it may take several years for [self-managing] teams to achieve their full potential.” Why might this be so? How could the process be shortened? Students’ answers may vary. There are various reasons for this. For example, cultural values emphasizing individualism can get in the way; rigid job classifications protected by labor contracts can be impediments; and managers themselves can feel threatened by the loss of control and personal job security. The question to ask might be would the team be effective if the process is shortened. The team may not develop appropriately, in which case the firm can have a major disaster on hand. Self-managing teams may take several years to achieve their full potential due to several factors: 1. Team Development: It takes time for team members to develop trust, establish effective communication channels, and understand each other's strengths and weaknesses. Building these foundations is crucial for the team to function effectively. 2. Skill Development: Team members may need time to develop the necessary skills and competencies to effectively manage their work and make autonomous decisions. This process can be influenced by individual learning curves and the complexity of the tasks involved. 3. Organizational Support: The level of support and resources provided by the organization can impact the speed of team development. Factors such as access to training, coaching, and mentorship can all affect how quickly a team reaches its full potential. 4. Cultural Shift: Shifting from a traditional hierarchical structure to a self-managing team model requires a significant cultural shift. It takes time for both team members and the organization as a whole to adapt to this new way of working. To shorten the process of self-managing teams achieving their full potential, several strategies can be employed: 1. Training and Development: Providing targeted training and development opportunities for team members can help accelerate the acquisition of necessary skills and competencies. 2. Effective Leadership: Strong leadership can guide the team through the development process, providing support, direction, and feedback to expedite progress. 3. Clear Goals and Expectations: Establishing clear goals and expectations from the outset can help focus the team's efforts and align their activities towards achieving their full potential. 4. Regular Feedback: Providing regular feedback to the team can help identify areas for improvement and course correct as needed, speeding up the development process. 5. Encouraging Innovation: Creating a culture that encourages experimentation and innovation can help teams explore new ways of working and reach their full potential more quickly. By employing these strategies, organizations can help shorten the time it takes for self-managing teams to achieve their full potential, leading to greater productivity, creativity, and effectiveness. 9. In what ways do you think the boundary-spanning roles of a traditional manager might differ from those of team members in self-managing teams? Explain. Students’ answers may vary. In a traditional situation, the manager of a group is seen as an authority figure, expert, teacher, problem solver, and coordinator. Therefore, team members would consider the manager the “hub” of the group, around whom all activities are centered. Problems would be brought to the attention of the leader, who in turn would contact and coordinate with other managers in hopes of resolving the issue. In a self-managed team situation, team members have more authority to resolve situations themselves. Therefore, there is likely to be more subordinate-to-subordinate interaction between teams. And because these boundary spanners have little or no official authority, they must rely on social skills to influence and persuade others. The boundary-spanning roles of a traditional manager and team members in self-managing teams differ in several key ways: 1. Authority and Decision-Making: Traditional managers typically have formal authority and decision-making power over their teams. They are responsible for setting goals, making strategic decisions, and allocating resources. In contrast, team members in self-managing teams have more autonomy and decision-making authority. They are empowered to make decisions related to their work and collaborate with team members to achieve common goals. 2. Role Definition: Traditional managers have well-defined roles and responsibilities within the organizational hierarchy. They are responsible for overseeing the work of their team members and ensuring that organizational goals are met. In self-managing teams, roles are more fluid and flexible. Team members may take on different roles and responsibilities based on their skills and the needs of the team, leading to a more dynamic and adaptive approach to work. 3. Communication and Collaboration: Traditional managers often act as intermediaries between different departments or functions within an organization. They are responsible for facilitating communication and collaboration across different parts of the organization. In self-managing teams, communication and collaboration are more decentralized. Team members are encouraged to communicate directly with each other and collaborate on projects without the need for managerial intervention. 4. Problem-Solving and Conflict Resolution: Traditional managers are often responsible for solving problems and resolving conflicts within their teams. They may use their authority to make decisions and enforce solutions. In self-managing teams, problem-solving and conflict resolution are more collaborative processes. Team members work together to identify issues, brainstorm solutions, and resolve conflicts through consensus-building and negotiation. Overall, the boundary-spanning roles of traditional managers and team members in self-managing teams differ in terms of authority, role definition, communication, and problem-solving. While traditional managers play a more directive and supervisory role, team members in self-managing teams have more autonomy and responsibility for managing their work processes and relationships. 10. What are the key advantages to using virtual teams? Disadvantages? On balance, are they worth using? Students’ answers may vary. There are many advantages to using virtual teams. For instance, many employees will work for less in order to have the flexibility of working from home. Employees can often reduce or eliminate the need for childcare assistance, they do not have to spend money on a work wardrobe, and they are not spending money on gas or lunches. From the company’s standpoint, there can be a substantial savings from reduced needs for office space and/or equipment. There is also a small, but often overlooked, savings from not providing break room supplies. On the other hand, managing a virtual team requires a great deal of manager involvement to ensure that work is being done on time and in a satisfactory manner. He or she must work harder to develop and maintain team identity as well. And because a great deal of communication happens electronically, more attention must be paid to developing the reading and writing skills of team members. Equally important is the personality and work ethic of the workers themselves. Some people work better in isolation. They are able to establish goals and meet them without prodding. Others, however, are not as productive in a home environment and/or they miss the social interaction that an office environment provides. And one must consider the work itself. Jobs that require a great deal of technical or social interaction, such as engineering a new computer or developing a single module of a complex software program, often require that workers be in close proximity to each other. Jobs that can be done in isolation, such as converting technical engineering memos into end-user-friendly bulletins, are ideally suited for home-based workers. In summary, there is no clear-cut answer to if it is it worth it. The answer depends on an evaluation of the potential cost savings, the type of work being performed, the characteristics of team members, and the management or coordination abilities of the team leader. Virtual teams offer several key advantages, including: 1. Global Talent Pool: Virtual teams allow organizations to tap into a global talent pool, enabling them to access diverse skills and expertise from around the world. 2. Cost Savings: Virtual teams can reduce costs associated with office space, commuting, and travel, making them a cost-effective option for organizations. 3. Flexibility: Virtual teams offer greater flexibility in terms of work hours and location, allowing team members to work at times and from locations that are most convenient for them. 4. Increased Productivity: Virtual teams can be more productive, as team members are often able to focus on their work without the distractions of a traditional office environment. 5. Improved Work-Life Balance: Virtual teams can help improve work-life balance for team members, as they have more control over their schedules and can better manage their personal and professional responsibilities. However, virtual teams also have several disadvantages, including: 1. Communication Challenges: Virtual teams can face communication challenges due to the lack of face-to-face interaction. Miscommunication and misunderstandings can arise more easily in virtual settings. 2. Team Building: Building trust and camaraderie can be more challenging in virtual teams, as team members may not have the opportunity to build relationships through informal interactions. 3. Technology Dependence: Virtual teams rely heavily on technology for communication and collaboration, and technical issues can disrupt workflow and productivity. 4. Time Zone Differences: Virtual teams spanning multiple time zones may struggle to find overlapping times for meetings and collaboration, leading to delays and inefficiencies. 5. Management Challenges: Managing virtual teams requires a different set of skills than managing traditional teams, and some managers may struggle to adapt to this new way of working. On balance, the advantages of using virtual teams often outweigh the disadvantages, especially in today's globalized and digital world. With the right technology, communication strategies, and management practices in place, virtual teams can be a highly effective and efficient way to work. Assess Your Own Skills Students should honestly circle the number on the response scale that most closely reflects the degree to which each statement accurately describes them when they have tried to participate in, or lead, a team. This section will help them understand how well they exhibit good team management skills. Incident Conflict in the Division There are clearly conflicting views of the divisional mission and a significant amount of interpersonal and intergroup hostility. As a consultant one would recommend that the division become involved in a complete team buildup that could take two years or more. The steps explained in the chapter can be used for this purpose. • Identification of the problem—the consultant gets the commitment of top organizational management and the general manager of the division to fully support the team building process. At the same time, the consultant interviews a cross-section of divisional employees to gain an in-depth perspective of the problem. • Collection of relevant data—an organizational climate survey instrument is administered to all divisional personnel to determine the overall climate and major areas of problems and employee dissatisfaction. • Data feedback and confrontation—a divisional task force, representative of all departments and levels reviews the data gathered in step 2 and establishes priorities for change. An ideal divisional scenario is proposed. • Problem-solving experience—departmental work groups use the climate data and interdepartmental task force recommendations to construct detailed action plans for resolving specific departmental problems. Individual accountabilities and verifiable objectives, including time limitations, are established. • On-the-job application and follow-up—during the entire team-building program the consultant works with each department to develop a spirit of teamwork and dedication to departmental and divisional goals. Encounter groups, properly conducted, might be considered here. The consultant reviews the progress of the OD program with a standing representational divisional task force and develops additional programs as needed. Experiential Exercises Readiness for Self-Managing Teams The students have been asked to assume that they are the new owner of a fast-food restaurant employing approximately 75 employees across two shifts. Most of the employees are relatively young and inexperienced, but willing to learn. The students are trying to decide to what degree to involve the employees in various decisions, in addition to the employees’ specific job assignments. In the first column of the list indicated in the text, students are asked to check those roles and responsibilities for which they are inclined to allow the employees to take control. Afterward, each student has to discuss the issue with three or four other students. They are then asked to combine their perspectives and indicate the group’s response in the second column of the list given in the text. Finally, they have to review the pattern of items selected, and determine the apparent rationale used by the group for its choices. Team Building The class has to be divided into groups of about five persons. The students in the groups have been asked to take a few minutes to complete a set of tasks, and develop a collective response and be prepared to share it with the class. Once they share their responses, they need to discuss how the exercises helped them feel like a functional team. Generating OB Insights Students’ responses will vary for this exercise. They should however, highlight several of the major topics discussed in the chapter such as the organizational context for teams, the nature of teams, the life cycle of teams, teamwork and the characteristics of mature teams, process consultation and team-building skills, etc. Solution Manual for Organizational Behavior: Human Behavior at Work John W. Newstrom 9780078112829, 9781259254420