CH-9 Work Teams and Groups – Organizational Behavior: Science, The Real World, and You : Book Guide

9. WORK TEAMS AND GROUPS REVIEW QUESTIONS: suggested answers What is a group? A work team? Answer: A group is a collection of two or more people with common interests or objectives. A work team is a small number of people with complementary skills who are committed to a common mission, performance goals, and an approach for which they hold themselves mutually accountable. Explain four aspects of group behavior. How can each aspect help or hinder the group's functioning? Answer: Norms of behavior are standards that a work group uses to evaluate the behavior of its members. Group cohesion is the ‘interpersonal glue’ that makes members of a group stick together. Social loafing is the failure of a group member to contribute personal time, effort, thoughts, or other resources to the group. Loss of individuality occurs when group members lose self-awareness and its accompanying sense of accountability, inhibition, and responsibility for individual behavior. In general, norms are facilitative. Cohesiveness can have positive effects such as satisfaction, but it can also lead to problems such as groupthink. Social loafing is detrimental because it creates conflict. Loss of individuality, or deindividuation, can lead to aberrant behavior. Describe what happens in each stage of a group's development according to Tuckman’s Five-Stage Model. What are the leadership requirements in each stage? Answer: In the forming stage, members are unclear about individual roles and responsibilities, and they need strong guidance and direction from the leader. The storming stage is characterized by competition among members for position. Clarity of purpose increases, but uncertainties still exist. Members evaluate each other’s trustworthiness, emotional comfort, and acceptance. In this stage, leaders should employ a coaching style to deal with challenges from members. Agreement and consensus characterize the norming stage. Roles and responsibilities become clear and accepted, and decisions about who will do what aspects of the group’s work are made. The leader should use a facilitative style and share some of the leadership responsibilities with the team. In the performing stage, the group can function on its own with very little interference or direction from a leader. A mature group controls the behavior of its members through the application of both positive and negative sanctions. The leader’s role is to delegate and oversee the team. The adjourning stage occurs when the group’s task is complete and members are ready to move on to other things. The adjourning stage applies primarily to task forces and other informal teams; many teams remain at the performing stage indefinitely. The leader’s role is to recognize the group’s achievements. Describe the four characteristics of mature groups. Answer: A mature group has a clear purpose and mission, well-understood norms and standards of conduct, a high level of group cohesion, and a flexible status structure. Mature groups exhibit four key characteristics: 1. Clear Structure: Defined roles and responsibilities, with established norms and procedures. 2. Effective Communication: Open, honest dialogue and active listening among members. 3. High Cohesion: Strong sense of unity and mutual support, fostering collaboration. 4. Adaptability: Flexibility in responding to change and challenges, while maintaining group goals and effectiveness. Why are work teams important to organizations today? How and why are work teams formed? Answer: In addition to having creative ideas evolve from groups, employees become loyal to and psychologically intimate with team members. Teams can meet the needs for integrated involvement as well. Work teams may be formed by management to address specific organizational needs (formal teams), or they may develop as a means of meeting other unsatisfied employee needs for inclusion and affection (informal teams). Describe at least five task and five maintenance functions that effective work teams must perform. Answer: Task functions include initiating activities, seeking information, giving information, elaborating concepts, coordinating activities, summarizing ideas, testing ideas, evaluating effectiveness, and diagnosing problems. Maintenance functions include supporting others, following others' leads, gatekeeping communication, setting standards, expressing member feelings, testing group decisions, consensus testing, harmonizing conflict, and reducing tension. Task Functions: 1. Planning: Developing strategies and setting objectives. 2. Problem-Solving: Identifying issues and generating solutions. 3. Decision-Making: Evaluating options and making choices. 4. Implementation: Executing plans and tasks. 5. Monitoring: Tracking progress and assessing outcomes. Maintenance Functions: 1. Encouraging: Providing support and positive reinforcement. 2. Mediating: Resolving conflicts and facilitating discussions. 3. Facilitating: Ensuring smooth group processes and communication. 4. Supporting: Offering help and maintaining morale. 5. Clarifying: Ensuring understanding and addressing ambiguities. Discuss diversity and creativity in teams. Answer: Demographic dissimilarity influences employees’ absenteeism, commitment, turnover intentions, beliefs, workgroup relationships, self-esteem, and organizational citizenship behavior in both positive and negative ways. As a result, careful management of dissimilarity in teams is necessary. Team creativity appears to be an aggregate function of both time and individual members’ creativity. Diversity enhances creativity in teams by bringing together varied perspectives, experiences, and problem-solving approaches. This mix of backgrounds fosters innovative thinking and generates a wider range of ideas. Diverse teams are more likely to challenge conventional methods and explore novel solutions. However, to maximize creativity, teams must also manage differences effectively and ensure inclusive participation, balancing diverse viewpoints with cohesive collaboration. This approach leads to more comprehensive and creative solutions to complex problems. Describe the necessary skills for empowerment and teamwork. Answer: Competence skills and process skills are essential, as are the development of cooperative and helping behaviors and communication skills. Skills necessary for empowerment and teamwork include: 1. Effective Communication: Clearly sharing ideas and listening actively. 2. Collaboration: Working cooperatively and valuing diverse contributions. 3. Delegation: Trusting others with responsibilities and empowering them to make decisions. 4. Conflict Resolution: Addressing and resolving disagreements constructively. 5. Leadership: Inspiring and guiding the team while fostering a supportive environment. What are the benefits and potential drawbacks of self-managed teams? Answer: Self-managed teams can positively impact employee attitudes and enhance productivity. They do not appear to positively impact absenteeism or turnover, are susceptible to problems such as groupthink, and may take long periods of time to reach their full potential. What is the role of the manager in the new team environment? What is the role of the team leader? Answer: The manager is responsible for creating an organizational environment that promotes and supports work teams. Managers set limits, remove barriers, and establish flexible charters for their work groups and teams. The team leader is responsible for nurturing the development and performance of the team. Team leaders teach, listen, solve problems, manage conflict, and enhance team functioning. DISCUSSION AND COMMUNICATION QUESTIONS: suggested answers Which was the most effective group (or team) of which you have been a member? What made that group (or team) so effective? Answer: Students can use the characteristics from the chapter, and can probably name others. Issues of leadership, empowerment, cohesion, norms, and diversity are especially applicable. The most effective team I was part of was a project group during college. Its effectiveness stemmed from clear communication, well-defined roles, and strong collaboration. Team members were committed, supportive, and open to feedback. The group also adapted quickly to challenges and maintained a shared vision, ensuring productive and successful outcomes. Have you ever felt peer pressure to act more in accordance with the behavioral norms of a group? Have you ever engaged in a little social loafing? Have you ever lost your head and been caught up in a group's destructive actions? Answer: Students who have worked in groups that met outside class will have experience in peer pressure. Be sure to point out that social loafing and not meeting the requirements of the group are not the same thing. Destructive actions have also been referred to as "mob mentality." Both the Los Angeles riots and the spring break fiascoes in Florida are examples of destructive actions. Yes, I have felt peer pressure to align with a group’s behavioral norms, particularly in team settings where conformity was expected. There were moments when I engaged in social loafing, contributing less effort due to the perceived shared responsibility. Additionally, I've occasionally been swept up in group dynamics, experiencing a temporary lapse in judgment. Recognizing these tendencies has helped me strive for more balanced and responsible participation in group settings. Name a company that successfully uses teamwork and empowerment. What has that company done that makes it so successful in this regard? Has its team approach made a difference in its performance? How? Answer: The six focus companies from the textbook are logical suggestions for students who will not be able to single out individual organizations. The Ritz-Carlton is also a good example, because it is the only hotel that has ever won the Malcolm Baldrige Award. Google is a company renowned for successfully using teamwork and empowerment. It fosters a collaborative environment through open communication, flexible project teams, and a culture of innovation. Google empowers employees by giving them autonomy and encouraging creative problem-solving. This approach has significantly boosted performance, leading to high employee satisfaction and groundbreaking products. The company’s team-based culture drives its success and competitive edge. Name a person you think is a particularly good team member. What makes him or her so? Name a person who is a problem as a team member. What makes this person a problem? Answer: This can be constructive if properly managed, but care must be taken to avoid embarrassing students by pointing them out as “problems.” Students should identify the criteria they used in deciding whether a person is a good team member or a problem when discussing their examples. A particularly good team member I know is [Name], who excels due to their strong communication skills, reliability, and willingness to support others. They contribute actively and foster a positive team dynamic. In contrast, a problematic team member I’ve encountered is [Name], whose behavior includes frequent procrastination, poor communication, and reluctance to collaborate. These traits disrupt team cohesion and hinder overall productivity. Think about your current work environment. Does it use QCs or self-managed teams? What are the barriers to teamwork and empowerment in that environment? What elements of the environment enhance or encourage teamwork and empowerment? (If you do not work, discuss this question with a friend who does.) Answer: In class, students with experience in teams have an opportunity to tell other students their frustrations and their rewards in working with teams. Cultural differences are relevant, and international students from collectivist cultures can be encouraged to share their views of teamwork. In my current environment, we use self-managed teams, which fosters autonomy and collaboration. Barriers to teamwork and empowerment include limited resources and occasional lack of clear communication. However, the environment encourages teamwork through flexible roles and supportive leadership, which promotes mutual respect and shared responsibility. These elements help create a positive atmosphere for effective teamwork and empowerment. Prepare a memo describing your observations about work teams and groups in your workplace or your university. Where have you observed teams or groups to be most effective? Why? What changes might be made at work or in the university to make teams more effective? Answer: Encourage students to consider different types of teams that they might observe, particularly those at different levels in the organization. Students should draw on the material from the text in discussing the effectiveness of the teams. Memo To: [Recipient] From: [Your Name] Date: [Date] Subject: Observations on Work Teams and Groups Observations: In my workplace/university, teams are most effective in settings where there is clear communication, well-defined roles, and a supportive culture. For example, project teams that have regular check-ins and shared goals exhibit high productivity and strong collaboration. Areas for Improvement: To enhance effectiveness, we could implement more structured team-building activities, provide clearer guidelines for roles, and improve feedback mechanisms. Additionally, increasing resources for team support and fostering an environment of open dialogue could further boost team performance. Conclusion: Implementing these changes could lead to more cohesive and high-performing teams, enhancing overall productivity and satisfaction. Develop an oral presentation about what the most important norms of behavior should be in an academic community and workplace. Be specific. Discuss how these norms should be established and reinforced. Answer: In addition to outlining important norms, students should also provide support for why those norms are important. Discuss whether norms should be the same for faculty, staff, administration, and students. If there has been a recent debate on your campus regarding a particular norm and how it is reinforced, this is a good opportunity to discuss the issue. Oral Presentation: Important Norms of Behavior in Academic and Workplace Settings Introduction: Today, we’ll discuss essential norms of behavior that should be upheld in academic communities and workplaces. Establishing and reinforcing these norms is crucial for fostering a positive and productive environment. Key Norms of Behavior: 1. Respect and Professionalism: • Definition: Treating everyone with respect and maintaining a professional demeanor. • Implementation: Establish clear guidelines for communication and interactions. Encourage respect through training and lead by example. 2. Integrity and Honesty: • Definition: Upholding ethical standards and being truthful in all dealings. • Implementation: Promote transparency in decision-making and create a culture where ethical behavior is recognized and rewarded. 3. Collaboration and Teamwork: • Definition: Working cooperatively with others and valuing diverse perspectives. • Implementation: Foster an environment that encourages team-building activities and open communication channels. 4. Accountability and Responsibility: • Definition: Taking ownership of one’s actions and being accountable for tasks and responsibilities. • Implementation: Set clear expectations and provide regular feedback. Implement systems for tracking performance and addressing issues. 5. Continuous Learning and Development: • Definition: Embracing opportunities for personal and professional growth. • Implementation: Encourage ongoing education and provide resources for skill development. Recognize and support individual growth efforts. Establishing Norms: • Create Clear Policies: Develop comprehensive policies and codes of conduct that outline expected behaviors. • Engage Leadership: Leaders should model these behaviors and promote a culture that aligns with the established norms. • Provide Training: Conduct regular training sessions to reinforce these norms and ensure understanding. Reinforcing Norms: • Regular Feedback: Offer constructive feedback and address deviations from the norms promptly. • Recognition and Rewards: Acknowledge and reward adherence to norms to motivate continued compliance. • Continuous Evaluation: Regularly review and update norms to ensure they remain relevant and effective. Conclusion: By establishing and reinforcing these key norms of behavior, both academic and workplace environments can foster a culture of respect, integrity, and productivity. This approach not only enhances individual and team performance but also contributes to overall organizational success. Interview an employee or manager about what he or she believes contributes to cohesiveness in work groups and teams. Ask the person what the conclusions are based on. Be prepared to discuss what you have learned in class. Answer: If the comments of the person interviewed differ from the text material, students should probe as to why this is the case. During class discussion, compare and contrast the different perspectives of the people interviewed. Interview Summary Interviewee: [Employee/Manager’s Name] Position: [Position] Date: [Date] Key Findings: 1. Clear Goals and Objectives: • Explanation: Cohesiveness is significantly enhanced when team members understand and align with clear goals. • Basis: This conclusion is based on their experience observing improved performance and unity when goals are well-defined and shared. 2. Open Communication: • Explanation: Effective communication fosters trust and understanding, which are crucial for team cohesion. • Basis: They noted that teams with open lines of communication experience fewer misunderstandings and conflicts. 3. Mutual Respect and Trust: • Explanation: Respect and trust among team members build a supportive environment that enhances collaboration. • Basis: They observed that teams where mutual respect is prevalent show higher morale and better cooperation. 4. Team-Building Activities: • Explanation: Structured team-building activities strengthen relationships and improve team dynamics. • Basis: They’ve seen positive changes in team spirit and cohesion following team-building exercises. 5. Effective Leadership: • Explanation: Leaders who model positive behaviors and provide support contribute to stronger team unity. • Basis: The interviewee emphasized that leadership plays a crucial role in setting the tone for team interactions and overall cohesiveness. Conclusion: The interview revealed that clear goals, open communication, mutual respect, team-building, and effective leadership are key factors contributing to work group and team cohesiveness. These insights align with class discussions on the importance of these elements in fostering a collaborative and productive team environment. Do you admire the upper echelons in your organization or university? Why or why not? Do they communicate effectively with groups and individuals throughout the organization? Answer: Students should consider whether others in the organization or university share their opinion about the upper echelons. Discuss why there might be differences in perspectives between individuals and groups. I admire the upper echelons in my organization/university for their strategic vision and leadership. However, their communication effectiveness varies; while they excel in setting goals and strategic direction, there are occasional gaps in clarity and feedback to individuals and groups. Improvements in consistent, transparent communication could further enhance their effectiveness and strengthen organizational cohesion. ETHICal dilemma Hank’s options are to recommend Jason for the newly opened account manager position or keep him in his current position to manage the Maxim Factory project. Using consequential, rule-based, and character theories, evaluate Hank’s options. Answer: Consequential – If Hank recommends Jason for the new position and Jason gets promoted, Hank will have kept his promises to Jason and Jason will likely be very happy to be promoted, but the potential for mismanage of the important Maxim Factory project will increase. If Hank holds off recommending Jason for a promotion, he will lose personal and professional credibility with Jason and perhaps others and may find that Jason’s performance on the Maxim Factory project is reduced due to his disappointment at not being promoted. Rule-based – Hank’s obligation to Jason is to keep his word by recommending him for the newly opened account manager position. His obligations to the company are to submit the best possible candidates for promotion and to put the best possible person in charge of the Maxim Factory project. Character – Hank has spent a great deal of time preparing Jason for a promotion and reassuring him that he is an excellent candidate for promotion, and has promised Jason on more than one occasion that he would recommend him for the next available promotion. Hank also worked hard to earn the Maxim Factory account for his section. What should Hank do? Why? Answer: Hank should recommend Jason for the newly opened account manager position. Based on the consequential theory, the Maxim Factory project may, but won’t necessarily, be compromised either way. However, recommending Jason for the new position will make Jason happy by giving him the promotion he deserves and will allow Hank to maintain his personal and professional credibility by keeping his word. Considering the rule-based theory, Hank’s obligations to the company involve the “best possible person” with regard to promotions and project assignments. He can recommend Jason for the promotion and still assign the “best possible person” (i.e. of those left on the team after Jason’s promotion) to manage the Maxim Factory project. Hank has invested a great deal into Jason and his prospects for promotion and it will go against his character to not recommend Jason for promotion at this point. EXPERIENTIAL EXERCISES 9.1 Tower Building: A Group Dynamics Activity This exercise gives students an opportunity to examine group dynamics in a task-oriented situation. Students must take responsibility to bring materials to class for building a tower. All materials must fit into a box no greater than eight cubic feet. This exercise is a favorite exercise for many to uncover the dynamics of group and leadership behavior. The advantage of this exercise is that it takes far less time than game-oriented simulations. 9.2 Design a Team This exercise provides students with an excellent opportunity to apply much of the material from the text and to think in depth about how teams should be formed. As groups share their responses to the questions be sure and discuss similarities and differences in responses. At the conclusion of the group presentations, try to reach agreement as a class on the ideal profile for this team. Alternative Experiential Exercise Putting the Beat Back in Groups Instructor's Notes: This exercise may be discussed in at least three ways. (1) Students may use this opportunity to review or teach the chapter components to each other in the group, (2) this serves as a team development exercise, where the instructor may ask how cohesive the group is and where the group development is on this project, and (3) this is a lighthearted avenue to receive different contributions from students than are normally provided. Creativity is a difficult subject to convince students that they utilize throughout their lives. This exercise provides an avenue for students to risk being creative among their peers. * SOURCE: Adapted from Donald D. Bowen, The University of Tulsa. Putting the Beat Back in Groupwork You and the members of your team are lyricists for a major must publishing house, Country & Western, Inc. (CWI). CWI specializes in country music, and has developed a unique approach to the creative business of developing hit country songs. In contrast to the normal approach to song writing, artists under contract to CWI provide only the music to their songs. CWI employs specialists in lyrics (you and your teammates) to write the titles and words. When a musician submits a new melody to CWI, the Vice President of Creativity listens to the tune, identifies a topic he believes to be appropriate for the melody, then assigns one of the lyric production teams to develop a catchy title for the song including the words (or variations of them) the Vice President used to designate the topic of the song. For example, if the assigned topic was "love", acceptable titles might include: "I ain't had a beer since breakfast so what I'm feelin' must be love, or "Lovin' you sure beats punchin' cows. The Vice President of Creativity has just assigned the following topics for titles. Make a creative country and western song title out of as many as possible in the time allotted. Topic Proposed Title 1. Empowerment 2. Group cohesion 3. Team 4. Group development 5. Quality circles 6. Social loafing 7. Upper echelon 8. Psychological intimacy EXTRA EXPERIENTIAL EXERCISES The following exercises to supplement the material in the textbook can be obtained from: Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and Cases, 6th Ed. South-Western College Publishing Company, 2001. Prisoner’s Dilemma: An Intergroup Competition. p. 135-136. Time: 50 minutes. Purpose: To explore trust and its betrayal between group members through demonstrating the effects of interpersonal competition. Windsock, Inc. p. 95-97. Time: 50 minutes or more. Purpose: To explore intergroup relationships. TAKE 2 BIZ FLIX: Friends with Money PPT Slide 37 Organizations Discussed: Jane’s (Frances McDormand) Fashion Design Company This film focuses on four female friends at various stages of life development. Three are married; some with children. Some couples are extremely wealthy, others are not. Olivia (Jennifer Anniston), a former schoolteacher and now a maid, is single. The film focuses on interactions among them and the dynamics of their lives. A Small Team: The Aaron Team in Action These sequences come from two different places in the film. A titling screen separates the sequences. The first sequence begins with The Other Aaron (Ty Burrell) saying to Aaron (Simon McBurney), “I’ve—Excuse me, I’ve …. I’ve seen you in here a lot.” This sequence ends after they discuss Aaron’s socks. Sequence 2 is DVD Chapter 15, “Friendship Grows.” The two Aarons come out of a movie theater. Aaron says, “On top of it, I don’t get the part where the guy tells the other guy not to come to the house.” The sequence ends as The Other Aaron says, “I love your shirt, by the way.” What to Watch for and Ask Yourself PPT Slide 46 This chapter defined a group as “two or more people having common interests, objectives, and continuing interaction.” Does this film sequence have examples of each part of that definition? Identify specific moments that fit the definition. Answer: The two Aaron’s emerge into a small group. They communicate easily throughout the film sequences. Shared goals appear quickly. Aaron’s socks play a key role in developing a bond between the two men. To provide a specific answer, I'd need details about the film sequence you're referring to. However, here's a general approach to how you might identify examples of the definition of a group in a film sequence: 1. Common Interests: Look for scenes where characters share goals or objectives, such as working towards a common project or mission. For instance, if characters are seen planning a shared event or collaborating on a task, this illustrates common interests. 2. Objectives: Identify moments where the characters have specific goals they are trying to achieve together. This could be depicted through discussions about their objectives or scenes showing their collective efforts to meet a target. 3. Continuing Interaction: Observe scenes where characters interact with each other over a period of time, not just in isolated incidents. This could be depicted through ongoing meetings, teamwork, or repeated interactions throughout the film. By analyzing these elements, you can determine how the film sequence aligns with the definition of a group. Review the section “Stages of Group Development.” Apply that discussion to both film sequences. You should see examples of each stage. Answer: The forming stage occurs at the moment of introduction of each person. They share some information about Aaron’s socks which acts as a form of attraction. The storming stage goes smoothly with little conflict, although there is some discussion about their interests. Moments later the norming stage emerges in Sequence 2 as they leave the theater while discussing the film. It continues with the dinner invitation and the extended discussion at dinner. The dinner interaction represents the performing stage with the adjourning stage concluding the dinner interaction. Does the small group in these film sequences appear cohesive? Cite some specific moments from the film sequences to support your conclusion. Answer: The cohesiveness of the small Aaron’s team develops throughout the film sequence. It becomes strong following their movie theater interaction and continues through the evening dinner. Their sharing behavior during dinner highlights the level of cohesiveness that they have reached. To determine if a small group in a film sequence appears cohesive, look for signs of unity and effective collaboration among the members. Here’s how you can assess cohesion with specific examples: 1. Supportive Interactions: If group members are seen encouraging each other or offering support, it indicates cohesion. For example, a scene where members provide feedback and celebrate each other’s successes demonstrates a supportive atmosphere. 2. Conflict Resolution: Cohesive groups handle conflicts constructively. Look for moments where disagreements are resolved through discussion or compromise, showing that the group values harmony and effective problem-solving. 3. Shared Goals: Scenes where members actively work towards common objectives and show commitment to achieving them can highlight cohesion. For instance, if the group collaboratively plans and executes a project, it reflects their unified purpose. 4. Trust and Respect: Moments that reveal trust and mutual respect among group members contribute to cohesion. For example, if members rely on each other’s expertise and make decisions collectively, it shows they value each other’s contributions. 5. Communication: Effective and open communication is a hallmark of cohesive groups. Look for scenes where group members engage in clear, respectful, and continuous dialogue. By identifying these specific moments, you can assess whether the small group in the film sequence demonstrates cohesion. WORKPLACE VIDEO: Holden Outerwear Video Case Synopsis “I like the word ‘team’ because it brings people together,” says Mikey LeBlanc, professional snowboarder and founder of Holden Outerwear. The Portland resident launched Holden in 2002 to support his snowboarding addiction, and today LeBlanc’s company produces some of the most interesting apparel designs ever to appear on slopes. With their stylish zippers, fit cuts, and leather shoulders and snaps, Holden technical garments have more in common with urban skate wear than with traditional ski suits. Recreational snowboarders wear Holden Outerwear because the collections are sleek and fashionable; enthusiasts like Holden because the performance brand promotes the right state of mind for taming mountains. When asked about the advantages of his company’s team-oriented designer process, LeBlanc waxes philosophical. “You can watch an NBA team that has a superstar who doesn’t work well with anyone, or you can watch a great team that works together. That’s what we’re trying to have here at Holden,” LeBlanc says. The soft-spoken snowboard pro adds that working in teams is necessary for practical and creative reasons: “It can’t be just one person because you get spread too thin, and the inspiration of design would be lost.” At Holden, the use of teams emerged out of necessity. For much of the company’s brief history, managers worked independently on design projects—an approach that offered ultimate control of the process. But as the company grew, LeBlanc needed more designers, and he began looking to outside freelancers for help. For the first time, Holden managers formed virtual teams to produce new apparel lines, and many of the team members were outside contractors. The change was especially positive for Nikki Brush, a design and development manager who began working for Holden as an outside freelancer. “Freelancing is interesting because you’re not invested in the company, and you don’t know 100 percent where they’ve been or where they’re going,” Brush says. Brush’s freelance work was so good that LeBlanc eventually hired her as a full time employee. According to LeBlanc, Holden’s transition to virtual teams has been exciting and harrowing at the same time. “Bringing new people in is always really scary. You’re opening up your secrets, and you’re opening up the way you do your process.” Despite early reservations, LeBlanc is convinced that teams deliver better products, and he argues that working with new talent at Holden is like inviting guests for the holidays. “Bringing someone in is like bringing someone home for Thanksgiving dinner—it’s like a family here.” Discussion Questions and Solutions Is design manager Nikki Brush a part of a group or part of a work team? Explain the difference. Answer: Groups differ from teams. Although groups and teams are comprised of multiple members who have common objectives, members of a work team possess a common mission, goals, and task responsibility. Nikki Brush is part of a work team at Holden Outerwear because she works collaboratively with others on collective work projects, interacts regularly with team members, and sets shared performance goals. Work teams emphasize shared leadership and mutual accountability; in contrast, groups emphasize individual leadership and individual accountability. Although all work teams are groups, not all groups are work teams. Design Manager Nikki Brush is part of a work team rather than just a group. Here’s the distinction: 1. Group vs. Work Team: • Group: A collection of individuals who may share a common interest but do not necessarily work together towards a shared goal. Members may interact sporadically and do not have interdependent tasks. • Work Team: A cohesive unit of individuals who work together to achieve specific objectives. Members of a work team rely on each other’s expertise, collaborate closely, and share responsibilities to achieve common goals. 2. Nikki Brush's Role: • As a design manager involved in Holden Outerwear’s design and development process, Nikki Brush works within a structured framework where her role is interdependent with other team members. Her contributions directly affect the team’s output, and she collaborates with others to produce new apparel lines. • The transition to virtual teams and the collaboration with outside freelancers highlight the team-oriented approach in the design process, making it clear that Brush is part of a work team with specific objectives and collaborative tasks, rather than a loose group of individuals. Conclusion: Nikki Brush is part of a work team due to her active role in collaborative design projects and the interdependent nature of her work, which aligns with the characteristics of effective work teams. What changes in technology made it possible for designer Nikki Brush to be a member of Holden’s work teams while she was an outside freelancer? Answer: When Nikki Brush was an outside freelancer working on Holden projects, she was a member of a virtual team. Virtual teams are comprised of members who are geographically dispersed. These team members, though separated by distance, share work assignments using collaboration software, intranets, wikis, videoconferencing, and e-mail. Internet technology and mobile computing have made it possible for teams to have members inside and outside the traditional boundaries of the organization. What are the potential disadvantages of teams for Holden’s apparel designers? What can managers do to help minimize these downsides? Answer: Answers will vary, but apparel design is highly creative work, and poorly managed teams are susceptible to negative performance issues that can stifle creativity. Downsides of teams include social loafing, conformity, groupthink, loss of independence, and conflict. In the video, Nikki Brush says she experienced group performance dilemmas in college. For instance, one student would cut a pattern, another person would cut fabric, and still another would have to sew—but no one took ownership of the project, and performance suffered. However, Brush says things changed when she entered the workforce and received a team assignment that was highly productive. “It made us so much better as designers and more effective at delivering the product,” Brush says. Managers at Holden can promote effective teamwork by defining roles, establishing norms, and setting goals. In particular, managers need to establish the proper organizational context (e.g., establish proper team type, team characteristics and team composition), oversee team processes (e.g., development stages, cohesiveness, norms, and conflict), and assess team effectiveness (e.g., monitor productive output, member satisfaction, and the capacity to adapt and change). Potential Disadvantages of Teams for Holden’s Apparel Designers: 1. Coordination Challenges: • Disadvantage: Working in teams, especially virtual ones, can lead to difficulties in coordinating tasks and managing deadlines due to different locations and time zones. • Mitigation: Managers can implement clear project management tools and schedules to track progress and ensure timely coordination. Regular virtual meetings can help keep everyone aligned. 2. Conflict and Communication Issues: • Disadvantage: Differences in opinions, working styles, or misunderstandings can lead to conflicts and communication breakdowns. • Mitigation: Managers should foster open communication and establish protocols for resolving conflicts. Training in communication and conflict resolution can also be beneficial. 3. Dilution of Creative Vision: • Disadvantage: With many designers involved, there’s a risk that the original creative vision might become diluted or inconsistent. • Mitigation: Managers can ensure that a clear creative direction and guidelines are communicated to all team members. Regular feedback sessions can help maintain alignment with the vision. 4. Dependence on Virtual Tools: • Disadvantage: Reliance on virtual tools for collaboration can create technical issues or hinder spontaneous brainstorming and creativity. • Mitigation: Managers should invest in reliable and user-friendly tools and encourage regular face-to-face or video meetings to foster creativity and maintain personal connections. 5. Performance Accountability: • Disadvantage: In team settings, individual contributions might be less visible, potentially leading to issues with accountability and recognition. • Mitigation: Managers should set up systems to track individual contributions and ensure that achievements are recognized and rewarded. Regular performance reviews can also address any issues. Conclusion: By addressing these potential disadvantages through effective management practices and tools, Holden’s apparel designers can benefit from the collaborative strengths of teams while minimizing possible downsides. CASE SOLUTION: Achieving Success in Virtual Teams Linkage of Case to Chapter Material “Harnessing the power of virtual worlds is now a necessity as industry penetrates every corner of our planet and workers are required to be in touch with teammates on the next block and on distant continents at any time. In most companies, participating in virtual teams is no longer an exotic exercise, but a bottom-line requirement.” This quote at the beginning of the case sets the context for exploring the human factors that are crucial to whether virtual teams succeed or fail. Communication effectiveness and stimulating work are essential factors, but so are interdependent work relationships. Volvo is used as an example of a company that has taken the issues of communication effectiveness and stimulating work to heart in working toward making its virtual teams as effective as possible. The case can be connected to the following concepts from Chapter 9: characteristics of effectively functioning groups, behavioral norms, task and maintenance functions of groups, and diversity and creativity within teams. Suggested Answers for Discussion Questions Describe the attributes that contribute to the success of virtual teams and those that contribute to the failure of virtual teams. Answer: Based upon information contained in the case, attributes that contribute to the success of virtual teams include the following: Team members share common goals and responsibilities. Team members are self-reliant and self-motivated. Team members understand people, cultures, and organizations. Team members can tolerate or even relish ambiguity in their job responsibilities. Team members communicate clearly in oral form. Team members write well. Team members have stimulating work. The opposites of the above attributes contribute to the failure of virtual teams. For example, “ambiguity can be a detriment because the way virtual workers write and comprehend written communications can alter meaning and generate unneeded tension among team members and managers.” Further, team members “who like regimented schedules and concrete instructions on how to do their jobs won’t perform as well in virtual work settings.” Moreover, when team members do not experience the work as stimulating and challenging, “they simply fade away, with fewer and fewer dialing into the weekly conference calls or posting ideas on the shared site. It’s not that the members don’t like one another. It’s simply that the atmosphere becomes more like a country club than a dynamic collection of inspired people.” Discuss the extent to which the characteristics of well-functioning, effective groups overlap the attributes that contribute to the success of virtual teams. Answer: According to the textbook, the characteristics of well-functioning, effective groups include the following: The atmosphere tends to be relaxed, comfortable, and informal. The group’s task is well understood and accepted by the members. The members listen well to one another; most members participate in a good deal of task-relevant discussion. People express both their feelings and their ideas. Conflict and disagreement are present and centered on ideas or methods, not personalities or people. The group is aware and conscious of its own operation and function. Decisions are usually based on consensus, not majority vote. When actions are decided, clear assignments are made and accepted by members of the group. Examination of the attributes that contribute to the success of virtual teams (see suggested response to question 1) reveals considerable overlap with the characteristics of well-functioning, effective groups. As a means of more easily identifying the overlapping (or intersecting) items on the two lists, the students should be encouraged to set up the lists in a two-dimensional matrix. Explain how cultural diversity can affect the effective functioning of virtual teams operating in a global economy. Answer: As indicated in the case, “the challenge [that] virtual teams face is productively brainstorming ideas, solving problems, and executing on projects with people whose physical locationnot to mention specialty, and in some cases, culturemakes it difficult to freely and clearly speak one’s mind.” In short, diversityin its many incarnations and interpretationsposes a significant challenge for virtual teams. And this diversity can have either positive or negative effects on the team and its individual members. It can have a positive effect if the dissimilarities of team members are used to encourage multiple perspectives and ideas that can help to develop a more powerful, more widely accepted solution to problems. Diversity can have a negative effect if the dissimilarities of team members are allowed to divide them and undermine their ability to see the value of contributions generated from a different perspective. The success or failure of virtual teams is mostly due to the team members, not to their reliance on technology. When there is diversity among team membersas there naturally is in virtual teams that draw members from around the globethose team members must ensure that diversity works to their advantage. This can be accomplished in two ways: (a) having stimulating work to pursue, and (b) ensuring that the members communicate effectively with one another. Stimulating work helps people to focus on the goals and tasks required to achieve those goals, and to take advantage of all the input that can help the members successfully meet the team’s challenges. Effective communication is essential to the functioning of team members who are geographically dispersed; it also contributes to better understanding of other people and the cultural influences that impact their individual contributions. Is Volvo’s approach to evaluating the effectiveness of its virtual teams one that could serve as a useful model for other organizations to follow in evaluating their own virtual teams? Justify your answer. Answer: Volvo evaluates the effectiveness of its virtual teams with a variety of metrics in four major categories that can be framed in the form of the following four questions: How aligned is the team’s understanding of goals, actions, and expected results? How familiar is the team with roles and responsibilities? How comfortable is the team with communicating internally? How clear are project timelines and milestones? These evaluative questions target activities and processes that are fundamental to the effective functioning of any collaborative effortwhether it occurs virtually or face to face. Thus, Volvo’s approach could serve as a useful model for evaluating teamwork in any organizational setting. According to Volvo’s evaluation model, peak performance occurs when its virtual teams have attained “shared accountability [and] shared leadership for achieving team objectives.” This peak performance criterion can be applied to any virtual team or any face-to-face team in any organization. SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. Solution Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867