CHAPTER 8 Group and Team Behavior Chapter Overview This chapter addresses the topic of groups and teams by focusing on major issues related to the nature of groups and important group characteristics. The chapter begins by defining a group. The two primary types of groups are explained: formal (command and task groups) and informal (interest and friendship groups). Much attention is focused on the reasons why employees join groups and the four stages of group development: • Mutual acceptance • Communication and decision making • Motivation and productivity • Control and organization Six primary characteristics of groups are described: • Structure • Status hierarchy • Roles • Norms • Leadership • Group cohesiveness Discussion centers on norms and group cohesiveness, and the complex relationship between cohesiveness and group performance. The symptoms of the phenomenon of groupthink are also presented. Teams, a special type of group, are discussed next. Five types of teams (problem-solving, virtual, cross-functional, skunkworks, and self-directed) are covered, as well as the reasons for creating teams and the requirements for effective teams: • Top-level commitment and provision of clear goals • Management-employee trust • Risk taking and information sharing • Commitment to training This information is followed by a short discussion of intergroup behavior and conflict. The chapter concludes with a definition and discussion of the role concept, multiple roles, role sets, and role perceptions. Particular attention is given to explaining the nature of role conflict, the three forms of conflict (person role, intrarole, and interrole conflict), and the results of role conflict. Learning Objectives By the end of the chapter, students should be able to: 1. Define the terms group and team. 2. Describe the difference in groups and teams. 3. Discuss why people form groups and managers form teams. 4. Compare the various stages of group development. 5. Identify the characteristics associated with virtual teams. Lecture Outline PowerPoint Slide Material from Text to Support Slide / Additional Comments Groups and teams in organizations can alter the individual’s motivations or needs and can influence the behavior of individuals in an organizational setting. Organizational behavior is more than the logical composite of the behavior of individuals; it is also the behavior of groups that interact and the activities within groups. This chapter provides a model for understanding the nature of groups in organizations. An organization has technical requirements that arise from its stated goals. Accomplishment of these goals requires that certain tasks be performed and that employees be assigned to perform these tasks. As a result, most employees are members of a group based on their positions in the organization; these are formal groups. In addition, whenever individuals associate on a fairly continuous basis, groups tend to form whose activities may be different from those required by the organization; these are informal groups. Both formal groups and informal groups exhibit common characteristics. Informal groups are natural groupings of people in the work situation, who come together in response to social needs. In other words, informal groups do not arise as a result of deliberate design but rather evolve naturally. Two specific informal groups exist: interest and friendship. Interest Groups Individuals who may not be members of the same command or task group may affiliate to achieve some mutual objective. The objectives of such groups are not related to those of the organization but are specific to each group. Employees banding together to present a unified front to management for more benefits and waiters pooling their tips are examples of interest groups. Friendship Groups Many groups form because members have something in common, such as age, political beliefs, or ethnic background. These friendship groups often extend their interaction and communication to off-the-job activities. The desire for need satisfaction can be a strong motivating force leading to group formation. Specifically, some employees’ security, social, esteem, and self-actualization needs can be satisfied to a degree by their affiliation with groups. This model explains the group development process in terms of a maturity cycle. The five stages are referred to as follows: 1. Forming. This is the breaking the ice, getting acquainted stage. Group members are trying out behaviors, testing their position, and asking others questions. The group is establishing loose, but specific, ground rules. 2. Storming. This a conflict phase because members are arguing, debating, and experimenting with roles, advice offered by other members, and attempts to move into leadership roles. The group’s hierarchy starts to take shape. 3. Norming. The group starts to work more effectively together. There is a sense of togetherness or attraction to being a part of a group. This is the beginning of cohesiveness. A set of group-driven expectations is communicated within the group. 4. Performing. A group structure, hierarchy, and norms are in place. The group is focused on accomplishing goals and being an efficient unit. This is an important stage in that the group is mature. 5. Adjourning. The group prepares to disband. The goals have been accomplished and tasks finished. Some members will be depressed over the loss of cohesiveness in the future. There is no set time limit for progressing along the five-stage cycle. In fact, some groups may engage in more than one stage at a time. Some believe that the five-stage model is too static and unrealistic. The punctuated equilibrium model (PEM) presents group development as a three-phase concept. The first phase finds groups defining tasks, establishing goals, and considering various execution of plans’ steps. Somewhere along a time continuum, the group decides to change its perspectives and take action. The group reaches its own point of inertia or equilibrium. The group reaches the point of equilibrium when it realizes that time is running out. After this realization phase there is then a final phase to accomplish tasks. Research has found that the movement from phase 1 to phase 2 is about halfway between the first meeting and the final deadline. A sudden sense of urgency seems to take over and motivates members. Details are covered on following slides. Structure Within any group, some type of structure evolves over a period of time. Group members are differentiated on the basis of such factors as expertise, aggressiveness, power, and status; each member occupies a position in the group. The pattern of relationships among the positions constitutes a group structure. Status Hierarchy Status and position are so similar that the terms are often interchangeable. The status assigned to a particular position is typically a consequence of certain characteristics that differentiate one position from other positions. Each person in the group structure has an associated role that consists of the expected behaviors of the occupant of that position. In addition to the expected role, there is a perceived role and an enacted role. The perceived role is the set of behaviors that a person in a position believes he should enact. The enacted role, in contrast, is the behavior that a person actually carries out. Fairly stable or permanent groups typically foster good agreement between expected and perceived roles. But conflict and frustration may result from difference in the three roles. When the enacted role deviates too much from the expected role, the person can either become more like the expected role or leave the group. Norms are the standards shared by the members of a group. They have certain characteristics that are important to group members. First, norms are formed only with respect to things that have significance for the group. They may be written, but they’re often verbally communicated to members. In many cases they are never formally stated but somehow are known by group members. Second, norms are accepted in various degrees by group members. Some are accepted completely, others only partially. And third, norms may apply to every group member or to only some group members. Table 8.1 contains examples of some positive and negative norms, as expressed in one study. Managers must take into account both formal and informal norms when they try to assemble high-performance groups. An example of negative group pressure and norms is illustrated in an experiment reported by Asch. He devised a study of groups of eight to ten college students who evaluated pairs of cards such as the example presented in Figure 8.2. In Asch’s experiment the students in each group were seated around a table. All but one of them were actually the researcher’s confidants. The group was shown a series of cards of vertical lines of different lengths (Figure 8.2) and each was asked to say which of the lines (Card B) was the same length as the line displayed in Card A. One after the other, the members announced their decision. The confidants had been instructed to give an incorrect response. The subject sat in the next to last seat so that all but one had given the incorrect answer before he or she provided his or her response. The average student conformed to every group response on 32 percent of the trials and 74 percent of the subjects conformed to the incorrect response at least once. The results of the Asch experiment were astonishing, especially since the correct answer was entirely obvious. Subjects had to override the evidence they observed or provide an answer that conformed to the others. Both formal and informal groups may have a variety of norms. For example, most groups have loyalty norms fostering the development of a strong degree of loyalty and commitment from their members. Members are expected to do certain things to prove they are loyal. Other groups have formal or informal dress norms. Finally, groups have resource allocation norms and performance norms. Resource allocation norms of a formal organization relate to how status symbols, pay, and promotions should be allocated. Informal groups may also have allocation norms regarding such informal rewards as who works with whom or who gets helped and who does the helping. Performance norms relate to evaluating satisfactory performance. In formal groups, this may be made relatively clear by management; but as we shall see, performance norms may not be accepted by the informal group. In fact informal groups may have performance norms of their own. Cohesiveness Formal and informal groups seem to possess a closeness or commonness of attitude, behavior, and performance. This closeness, referred to as cohesiveness, is generally regarded as a force acting on the members to remain in a group that is greater than the forces pulling members away from a group. Formal and informal groups seem to possess a closeness or commonness of attitude, behavior, and performance. This closeness, referred to as cohesiveness, is generally regarded as a force acting on the members to remain in a group that is greater than the forces pulling members away from a group. Joining a group allows an individual to have a sense of belonging and feelings of morale. A cohesive group, then, involves individuals who are attracted to one another. A group that is low in cohesiveness doesn’t possess interpersonal attractiveness for the members. There are, of course, numerous sources of attraction to a group. A group may be attractive to an individual because 1. The goals of the group and the members are compatible and clearly specified. 2. The group has a charismatic leader. 3. The reputation of the group indicates that the group successfully accomplishes its tasks. 4. The group is small enough to permit members to have their opinions heard and evaluated by others. 5. The members are attractive in that they support one another and help each other overcome obstacles and barriers to personal growth and development. The concept of cohesiveness is important for understanding groups in organizations. A group’s degree of cohesiveness can have positive or negative effects, depending on how well group goals match those of the formal organization. Four distinct relationships are possible, as Table 8.2 shows. The table indicates that if cohesiveness is high and the group accepts and agrees with formal organizational goals, then group behavior will be positive from the formal organization’s standpoint. However, if the group is highly cohesive but its goals aren’t congruent with those of the formal organization, then group behavior will be negative from the formal organization’s standpoint. Table 8.2 indicates that if a group is low in cohesiveness and members have goals not in agreement with those of management, then the results probably are negative from the organization’s standpoint. Behavior is more on an individual basis than on a group basis because of the low cohesiveness. A group can be low in cohesiveness and yet have members’ goals agree with those of the formal organization. Here, the results are probably positive, although again more on an individual basis than on a group basis. Janis studied foreign policy decisions made by several presidential administrations and concluded that these groups were highly cohesive and close-knit. He labeled their decision-making process groupthink. Janis defines groupthink as the “deterioration of mental efficiency, reality testing, and moral judgment” in the interest of group solidarity. Janis defines groupthink as the “deterioration of mental efficiency, reality testing, and moral judgment” in the interest of group solidarity. In his book, he described the following characteristics associated with groupthink: 1. Illusion of invulnerability. Members of groups believe that they are invincible. 2. Tendency to moralize. Any opposition to group views is characterized by members as weak, evil, or unintelligent. 3. Feeling of unanimity. Each member of the group supports the leader’s decisions. Members may have reservations about decisions but do not share their views. Rather than appearing weak, members keep views to themselves. This indicates how pressure toward group solidarity can distort individual members’ judgments. Figure 8.3 presents a groupthink framework that managers could use to evaluate their own situation. When considering how groupthink affects decision making, start with a cohesive group. Structural and situational issues also enter the decision-making arena. As displayed in Figure 8.3, there are several symptoms of groupthink and defective decision making, which contribute to a low probability of a successful outcome. Janis theorized that the symptoms presented in Figure 8.3 require leadership to overcome their effect on reaching optimal decisions. In strong and cohesive social groups and teams, each member’s attraction to remain a member is much stronger than the desire to leave. The tendency to shirk responsibilities and not to carry a fair share of the load is not an issue in cohesive teams and groups. When individuals shirk or contribute less than their optimal effort there exists a social loafing effect. In an experiment, Ringelmann, a French agricultural engineer, noticed that as you added more and more people to a group pulling on a rope, the total force exerted by the group rose, but the average force exerted by each group member declined. The Ringelmann effect (e.g., designated as social loafing) thus, describes the inverse relationship between the size of a group or team and the magnitude of the members’ individual contribution to the accomplishment of the task. The social loafing effect based on Ringelmann’s research is presented in Figure 8.4. Work groups and teams are not the same in terms of development and maturity. Teams are small in size (e.g., 2 to 20 individuals) and have members with complementary skills who have reached what is referred to as the mature or performing stage. The structure, hierarchy, and norms of a team are in place. Many groups never reach this stage of development. The use of teams has become an increasingly popular work design in all types of organizations, both domestically and globally. As discussed earlier, teams are a special type of task group, consisting of two or more individuals responsible for the achievement of a goal or objective. All teams exist to solve problems. Thus, it is accurate to state that problem solving is an activity that teams practice continuously. Teams can be classified in a number of ways based on their duration and objectives: problem-solving, virtual, cross-functional, skunkworks, and self-directed work teams. There is no simple explanation for the increased usage of teams in organizations, especially those that are self-directed. There are a number of reasons managers of organizations form teams, including enhanced productivity, flattening of organizations, need for flexibility and quicker decisions, workforce diversity, improved quality, and increased customer satisfaction. There is no simple explanation for the increased usage of teams in organizations, especially those that are self-directed. There are a number of reasons managers of organizations form teams, including enhanced productivity, flattening of organizations, need for flexibility and quicker decisions, workforce diversity, improved quality, and increased customer satisfaction. The single most important reason teams are formed is to enhance organizational productivity. Organizations throughout the world have realized that team performance leads to higher productivity levels than what would be achieved by many individuals working individually. This is primarily due to the fact that teams bring together complementary skills that can fall into one of three categories: technical or functional expertise, problem-solving and decision-making skills, and interpersonal skills. Teams are incapable of performing miracles on their own. Much like individuals, teams need the nurturing and support of management. Toward this end, there are several requirements for building effective teams. These requirements include top-level commitment and provision of clear goals; management–employee trust; willingness to take risks and share information; and time, resources, and a commitment to training. Each of these factors is needed to create effective and focused work teams. Team leaders must play a role in ensuring that these factors are in place and continually updated. Role refers to the expected behavior patterns attributed to a particular position in an organization. Most of us perform multiple roles. We occupy many different positions in a variety of organizations (home, work, church, civic groups, and so forth). Within each of these organizations, we occupy and perform certain roles. We may simultaneously be playing the role of parent, mate, supervisor, and subordinate. Each position involves different role relationships. Each group may expect different things. This is termed role set. A role set refers to others’ expectations for the behavior of the individual in the particular role. The more expectations, the more complex is the role set. Different individuals have different perceptions of the behavior associated with a given role. In an organizational setting, accuracy in role perception can have a definite impact on performance. This matter is further complicated because, within the organization, there may be different perceptions of the same role: the formal organizations, the group’s, and the individual’s. Because of the multiplicity of roles and role sets, an individual may face a complex situation of simultaneous role requirements where performance of one role precludes the performance of the others. As a group member, the individual faces tremendous pressures to give up his self-identity and accountability in exchange for in-group loyalty. When this occurs, the individual faces a situation known as role conflict. Several forms of this conflict can occur in organizations. Person–Role Conflict Person–role conflict occurs when role requirements violate the basic values, attitudes, and needs of the individual occupying the position. A supervisor who finds it difficult to dismiss a subordinate with a family and an executive who resigns rather than engage in some unethical activity reflect person–role conflict. Intrarole Conflict Intrarole conflict occurs when different individuals define a role according to different sets of expectations, making it impossible for the person occupying the role to satisfy all of them. This is more likely to occur when a given role has a complex role set (many different role relationships). The supervisor in an industrial situation has a rather complex role set and thus may face intrarole conflict. On the one hand, top management has a set of expectations that stresses the supervisor’s role in the management hierarchy. On the other hand, the supervisor may have close friendship ties with members of the command group who may be former working peers. This is why supervisors are often described as being “stuck in the middle.” Interrole Conflict Interrole conflict can result from facing multiple roles. It occurs because individuals simultaneously perform many roles, some with conflicting expectations. While managers can do little to avoid certain kinds of role conflict, many kinds can be minimized. For example, some role conflict (especially intrarole conflict) can result from violations of the classical principles of chain of command and unity of command. In other words, when individuals are faced with conflicting expectations or demands from two or more sources, the likely result is a decline in performance. In addition, interrole conflict can be generated by conflicting expectations of formal or informal groups, with results similar to those of intrarole conflict. Thus, a highly cohesive group whose goals are not consistent with those of the formal organization can cause a great deal of interrole conflict for its members. Review objectives. Lecture Tips Lecture Ideas 1. Often during the course of discussing this chapter, students will ask why so much research has focused on the study of informal groups. In your discussion of this question, it's useful to note that we study groups because of their substantial importance to organizational performance and because of their unpredictability. The dynamics of a group are always complex and often uncertain. There are examples of ``chemistry'' which resulted in accomplishments normally beyond the group's capabilities (witness the 1980 Olympic Gold Medal hockey team, and the phenomenon of the Beatles). There are also examples of groups comprised of brilliantly capable members who as a group produced abysmal failure (e.g., J. F. Kennedy's Bay of Pigs advisory group). 2. One rich source of illustrations for many of the chapter's concepts is your students' own experiences with groups. As almost everyone has been and are members of numerous groups (e.g., family, church, social clubs, sports teams, work groups), students should be able to draw upon their own group experiences to extend their understanding of group dynamics and processes and to contribute, via class discussion, to others' understanding. Use the students' experiences provided in class discussion to illustrate such topics/issues as: (1) why individuals join groups, (2) the stages of group development, (3) group cohesiveness, and (4) group norm conformity and the functions of norms. Concerning the first above mentioned lecture idea, have students consider whether they have ever been a part of a group that achieved beyond its means or failed when they shouldn't have (given the quality of the group members). Have them describe the dynamics at work in each instance. Highlight how groups function together especially the result of the terrorist activity of 9-11. 3. Teams have become an increasingly visible part of most organizations. You can supplement the information in the text by expanding on any or all of the three types of work teams. 4. Discuss and have the class participate on team development and how it is forthcoming as a result of work. Project and Class Speaker Ideas 1. Instead of drawing upon students' experiences with groups in class discussion, have them prepare a written profile of a group in which they've been a member. In their reports, students can outline the four stages of group development, discuss the characteristics that the group demonstrated in each phase, and include the estimated time length of each phase. In particular, students can profile an incident of intergroup conflict, discussing its causes and consequences and how the conflict was resolved. They can also address basic group characteristics (such as norms and cohesiveness) and discuss how each characteristic related to their group. 2. As Lecture Idea #1 notes, one of the fascinating aspects of group dynamics is a group's ability on occasion to perform well beyond or well short of its capabilities. To further develop this point, have your students identify a group which has experienced such a phenomenon and write a brief group profile, focusing on the group's makeup, performance, and reasons for its performance. The group should be sufficiently prominent so that published information is available. Some examples: the 1980 U.S. Olympic hockey team, the Beatles, and J.F.K.'s Bay of Pigs and Cuban Missile Crisis advisory groups. Rather than focus on groups that have performed extraordinarily well or badly, you can have students focus on quite prominent groups per se for their profiles. Some possible group subjects are the Space Shuttle teams, the New York Yankees (in their heyday), the Chicago 7, and Werner Von Braun's team of German scientists and their leadership in America's early space efforts. 3. If a faculty member in your department has conducted research in group decision-making, invite him or her to speak on what research has found to date about the group decision-making processes. An interesting topic in this regard is groupthink (whether Janis' concept has been validated in experiments). 4. Invite the leader of a group (e.g., an interest group, the local branch of a political party) that has recently formed in your community to talk about the reasons the group formed, the purposes it serves, and its developing processes (including stages of development). 5. Invite class discussion as to a project team students have experienced or special committee they have been a part of while attending college. Discussion and Review Questions 1. Imagine you are project manager of a crucial product design team project to develop a schedule whereby each member takes a specific role in finishing the required daily tasks. How would you accomplish the desired work? Answer: To achieve this end, a manager might form a task group. However, if he or she wanted the group to become more autonomous and perform the work without direction from a first-line manager, formation of a self-directed work team would be appropriate. 2. As a manager of a virtual team, what team characteristics would you be especially concerned about so that the team’s work would be exceptional? Answer: Team members would need to have the necessary skills, experience, work ethic, and interpersonal skills. Individuals should be trustworthy, team players so that any issues that arise can be worked out without the benefit of face-to-face meetings. Team leaders must be able to set a vision for the team and be able to help resolve conflicts between members and assist members in overcoming obstacles. Microsoft managers suggest that the most important characteristic of a virtual team is to establish a set of shared values. 3. Why are some group and team members willing to socially loaf on work assignments? Answer: The most probable explanation for social loafing is that when members work together, their outputs are pooled so that evaluation of individual output is not possible. Thus, they receive neither credit nor blame for their performances. 4. Think of a group project you were involved in for a particular class. Describe how the group evolved or did not evolve. Answer: Most students should be able to recall at least parts or features of their group's development such as the intragroup characteristics of the group's first meeting and certain events or situations that indicated a transition from one stage of group development to the next. One way to facilitate class discussion is to ask students to describe particular events that signaled the group's particular stage of development. In a group project for a class, our team initially struggled with forming roles and establishing communication, reflecting the early stages of group development. Over time, as we navigated conflicts and clarified our goals, we moved into the performing stage, showing improved collaboration and productivity. However, we encountered setbacks when integrating feedback, causing us to revisit earlier stages of norming and storming to address issues and realign our efforts. 5. Describe a team of which you are or have been a member. What type of team was it and why was the team formed? Answer: This question is designed to have students think about the various reasons why organizations form teams. Most students will probably have more experience with problem-solving teams than cross-functional or self-directed teams. It would be interesting to determine if students list different reasons for team formation, depending on team type. Imagine a software development team working on a new app. This team would include developers, designers, and project managers. It was formed to combine their expertise to create, test, and launch the app efficiently. The team collaborates to ensure the project meets its goals within the timeline and budget. 6. Regarding the team you discussed in question 5, were the requirements for effective teams fulfilled? Why or why not? Answer: This question presents a good opportunity for students to recall and hear from others about the characteristics that make a team succeed and those that contribute to failure. Yes, the requirements for effective teams were likely fulfilled if the team had clear goals, diverse skills, open communication, and strong collaboration. These elements help ensure that the project progresses smoothly and meets its objectives. If any of these aspects were lacking, the team might face challenges in achieving their goals efficiently. 7. Give an example of when you have experienced person role conflict, intrarole conflict, and interrole conflict. Answer: This question is intended to spur student thought and discussion concerning the numerous problems that role conflict produces for role occupants and the frustrations that often result. In discussing this question, it's useful to ask students for suggestions concerning how the particular role conflicts they've observed or experienced could be alleviated. • Person Role Conflict: If someone is expected to be both a detailed-oriented analyst and a creative strategist, they might struggle with conflicting expectations of their role. • Intrarole Conflict: A project manager might experience conflict when tasked with balancing the need for strict deadlines (controlling) with the need to support and motivate their team (supportive). • Interrole Conflict: An employee might face conflict when their responsibilities as a team leader demand frequent meetings, but their role as a family caregiver requires them to be at home during those times. 8. What is the problem with a high degree of conforming behavior among group members? Answer: The problem with a high degree of conforming behavior is that it results in groupthink, which is the deterioration of mental efficiency, reality testing, and moral judgment in the interest of group solidarity. In other words, it distorts individual members’ judgments. 9. There are critics of the five-stage group development model. Their main point is that this presentation of a group’s development is too static. Do you agree with this criticism? Why? Answer: Student answers will vary; however, many will probably conclude that the five stage model should be used as a general framework, but not a perfectly accurate snapshot of how groups develop. Yes, I agree with the criticism. The five-stage group development model can be too static because it implies a linear progression through fixed stages. In reality, group development is often more dynamic and iterative, with groups potentially revisiting earlier stages or evolving in non-linear ways due to changing circumstances or ongoing interactions. 10. You are a manager, and a member of one of your task groups comes to you and says that his group is engaging in groupthink and he is being pressured to conform to their rules. You can’t disclose this information to anyone, yet you want to discourage this group’s cohesiveness. What would you do? Answer: One way to deal with this problem is to rotate members in and out of the group. This will, to some degree, inhibit the development of a high level of cohesiveness. The manager may also intervene and suggest that the group consider their decisions more carefully. This could be done without disclosing that a group member was concerned about the possibility of groupthink. Case For Analysis: Leading a Virtual Team Case Summary Ellen Johnson must be able to recognize her role as a team leader of this ten member group. This case is designed to show the relevance of self-managed teams and/or a task force that may be formed to achieve desired results. The case highlights that a team leader must identify, perform, and be able to inspire and motivate this team. The importance of deadlines is highlighted with special emphasis given to management skills including communication and commitment that is necessary for a cohesive team. Barriers are identified with a virtual team that is dispersed physically around the globe. A team leader must understand language and cultural barriers will exist and must be able to recognize and deal with those barriers to ensure team cohesiveness. Answers to Case Questions 1. What is Johnson’s most pressing problem? Why? Johnson’s most pressing problem is to gain the support and acceptance of her 10 team members to cooperate and communicate with one another to achieve the objective of launching this new product in six weeks. Johnson, as a team leader, must communicate the extreme importance of achieving this objective. Timeliness is of extreme importance and she must gain the team’s commitment of meeting this important deadline. 2. What can Johnson do to help her team launch the new product within the six-week timeframe? Be specific? Johnson, as the team leader of this important project, must gain acceptance and the support of the ten members of this team. She must have a meeting, have them participate as to their ideas and their role to commit to meet this deadline. This virtual team should have the opportunity to meet with one another physically beyond teleconferencing, videoconferencing and telecommuting. Each member’s role must be well defined and integrated to a team concept to function together and contribute to meeting this objective. Communication must be stressed to overcome and address language barriers, cultural barriers, and the concept of retraining and organization development to function, as a team, must be discussed during this meeting. 3. Assume Johnson will select a new team to launch another Web-based product after this project is complete. What do you recommend she do differently next time? Explain. In selecting a new team, Johnson must be willing to understand the stages of group development. Objectives of the team, training is essential and an orientation to the new team as to how a team must be able to function cooperatively and be able to collaborate with one another for team goals to be realized and achieved. Individual accountability and a results orientation for the team to embark upon and accomplish will be paramount. The team commitment must be understood and supported to permit goal identity, vision, and accomplishment. Experiential Exercise Participation in and Observations of Group Processes Objectives 1. To provide experience in participating in and observing groups undertaking a specific task. 2. To generate data that can be the focus of class discussion and analysis. The Exercise in Class Students should find this exercise both interesting and enlightening. For those students named to the personnel committee, a major component of this exercise will be the opportunity, in retrospect, to trace their evolution through the four stages of group development. Participants should be encouraged to write up a brief summary of their perceived experiences as group members. Participants should also be encouraged to engage in discussions regarding such topics as why they did or did not achieve a high level of group cohesiveness and what were the primary determinants of intragroup conflict, if applicable. The students chosen to observe the group decision making process should be encouraged to share their views on the level of effectiveness achieved by the group. Questions such as, “Were you able to discern any critical juncture where the group began the process of becoming cohesive?” or thoughts related to individual group members who took on leadership roles can provide the basis for a well rounded discussion on: differences between behavior in formal (task oriented) groups and informal groups, the characteristics of groups pursuing differing goals, and differing individual approaches to group participation. In addition, students can be asked whether or not they observed any instances of groupthink. The end result of this exercise should be the realization by the students that group decision-making can be enhanced by recognizing the behavior patterns, characteristics, and potential pitfalls inherent in the process. Ten Term Paper Topics 1. Roles People Play in Groups 2. Why People Join Groups 3. Hitler's Nazi Party: The Roots and Power of Group Cohesiveness 4. Bay of Pigs: The Domination of Groupthink 5. The Use of Self-Directed Work Teams in Organizations 6. (Selected group): A Group Profile 7. Stages of Group Development: An Overview of Research 8. The Impact of Group Structure on Group Performance 9. The Role of the Leader in Group and Team Performance 10. (Selected example): A Profile of Intergroup Conflict Instructor Manual for Organizations: Behavior, Structure, Processes James L. Gibson, John M. Ivancevich, James H. Donnally, Robert Konopaske 9780078112669, 9781259097232, 9780071086417, 9780071315272
Download
Close
Close
