Management: CH 10: How to Work Effectively w Others

Tuckman's model of team formation

5-stage model suggesting that groups mature over time and that during each stage, there are specific ways in which people deal with interpersonal relationships and task behaviors. Stage 1: Forming Stage 2: Storming Stage 3: Norming Stage 4: Performing Stage 5: Adjourning

laissez-faire (leader)

A leader who remains at a distance from the decision-making process, allowing the group to make decisions without leadership intervention. * Conclusions: - Least productive - Common but unrealistic & immature

democratic (leader)

A leader who seeks input and then either makes a decision or engages the group in collective decision making. * Conclusions: - Ppl spent less time working - More productive - Increased commitment to task & leader - Higher satisfaction w outcomes

autocratic (leader)

A leader who tends to make decisions without input from others. * Conclusions: - More productive - Negative effects on group stability - Highest aggression/hostility within group - Negative impact over long-term

Wheelan's integrated model of group development

A model of group development that is similar to other models in that it is linear and outlines the stages through which a group progresses. * Reasons that time is not the only factor that influences group development * Proposes that ppl's experience with one another is also an important factor, and that experience is not always time dependent. Stage 1: Dependency and Inclusion Stage 2: Conflict and Counterdependence Stage 3: Trust and Structure Stage 4: Productivity and Work Stage 5: Termination

groupthink

A situation in a group that is characterized by strong pressure to arrive at consensus, a high degree of agreement and conformity, and/or defense of group decision even in the face of evidence proving these decisions to be wrong or senseless. * When there is strong pressure to arrive at a consensus in groups, members may come to hold the same views and then vigorously defend this consensus as consistent with their own opinion. * Results from conformity within a group. - Not good for team & its work (all views not explored ⇨ Team "death" as a result) - "Becomes a 'group,' no longer considered a 'team'" (*Antonio's words*). * No psychological safety - Team experiences 1 or more of the 6 challenges ⇨ Team not generating good options/solutions. * How to avoid: 1. Establish psychological safety. 2. Leader respects personal opinions of members. - Doesn't matter what is being discussed. - Leader must avoid framing an idea/problem (Framing ⇨ Can lead to _ ⇨ All options not explored). 3. Regardless of what leader is thinking, all members go around & share their opinion on options/solutions ⇨ Team decides on best option/solution ⇨ Avoids _ ⇨ Allows true exploration of options/solutions.

meritocracy

A system in which people are granted power, responsibilities, and roles because of superior intellect, talent, emotional intelligence, and other leadership competencies. * Preferred basis for team leadership in organizations - ^ Doesn't always happen tho

high-performance teams

A team that exceeds expectations and performs better than other teams in similar situations. * Attributes: - Small (>12 members) - Members have complementary skills - Members are united under a common purpose - Members have a mutually agreed-on set of performance goals - Members agree on an approach to the work - Members share accountability for performance and work products

role

A_ in a group includes expectations about who does what and who is responsible for what. * Can be formal and assigned (e.g., official leader, project manager) or informal (e.g., meeting organizer, snack-bringer) * Help members bc they define responsibilities associated with the work the group needs to do and relationships among members. * Can be associated with task functions (task _s) & group maintenance functions (group maintenance _s). - Ppl often pay more attention to task _s than group maintenance _s.

B (Autocratic, democratic, laissez-faire)

According to K. Lewin, these are the three leadership styles the leaders use. A. Autocratic, collaborative, laissez faire B. Autocratic, democratic, laissez-faire C. Aristocratic, democratic, laissez-faire D. Autocratic, democratic, laissez libre

C. (Forming, storming, norming, performing, adjourning)

According to Tuckman's model teams change over time through the right order of phases: A. Forming, brainstorming, norming, performing, adjourning B. Brainstorming, problem solving, norming, winning C. Forming, storming, norming, performing, adjourning D. Forming, storming, norming, evaluating, journeying

A. (Social loafing, communication, emotions, membership)

According to the textbook, these are common challenges of working in teams: A. Social loafing, communication, emotions, membership B. Membership, participation, collaboration, emotions C. Participation, communication, social loafing, conflicts D. Communication, emotions, planning, performing

counterdependence

Attitudes and behaviors related to resisting leadership or direction from others. * Stage 2 (Conflict & Counterdependence) of Wheelan's model of group development

membership

Behaviors can provide clues to the degree and kind of _ each person wants and needs. * Help members feel appropriately welcomed and included. * Influences participation * A Big Six challenge

intrapersonal, interpersonal, group

Conflict can be examined at which 3 different levels?

cognitive (conflict)

Conflict can occur when group members share the same group goals but disagree on how to best achieve the desired result. * 7 sources of conflict

resource, cognitive, relationship, process, task interdependency, overlapping authority, reward

Conflict in groups within organizations can also be the result/source of which 7 other factors?

intrapersonal (level)

Conflict is experienced inside a person. * There is an "I" in "TEAM" (*Antonio's words*) - There are strong individual personalities among teams - As a leader, it is not a good idea to dismiss these strong individual personalities * EX: Sometimes we experience clashes between our values and what we are expected to do, or we might be exposed to facts that challenge our way of seeing the world. * 3 levels of conflict

interpersonal (level)

Conflict occurs between people, often as the result of challenges to identity, bids for power, protecting one's "turf," and other such situations. * 3 levels of conflict

group (level)

Conflict occurs when there is always a dynamic tension between the identity of the individuals and the identity of the group. * Can result when individuals challenge group values and processes, or when group norms are inconsistent with members' beliefs and behaviors. * Can result when the group becomes too focused on and involved in one member's life and contributions, or when members get caught up too heavily in group life. * Can result when an individual member's needs and interests are served by the group at the expense of other members' needs and interests. * Can result when an individual gets too caught up in the needs of the group, as well, and this can lead to conflict. * Can result when power is not equally distributed in groups. * 3 levels of conflict

resource (conflict)

Conflicts of interest within a group frequently happen when resources are scarce and each group member desires more rather than less of those resources. * 7 sources of conflict

communication

Constructive _ is crucial to effective performance. * _ problems can manifest in many ways. * A Big Six challenge

reward conflict

Different evaluation and reward systems can cause conflict among departments and divisions. * If 1 division is evaluated by how low they keep their overhead while another division in the same organization is evaluated on how much they sell despite overhead costs, conflict can result from opposing systems of evaluation and rewards for work effort. * 7 sources of conflict

Interdiversity

Diversity specifically related to cultural differences regarding communication. (*in Antonio's lecture only*) * Potential language barriers * Requires more time to work well

Intradiversity

Diversity within each ethnic & minority group regarding communication. (*in Antonio's lecture only*)

emotions

During any group discussion, interactions will frequently generate _ among members that are not discussed openly. * If you are aware of people's feelings, you will be better able to deal with them in a way that is helpful, rather than harmful, to the individuals and the group. * A Big Six challenge

EQ

Effective groups translate _ into group norms. * Norms that are grounded in _ support the development of trust, group identity, and a belief in group efficacy. * Developing group _ is a necessary condition for maximizing effectiveness in groups. * Group's culture (underlying values, beliefs, and language) should also support _ behavior. * _ in groups is not just about group harmony, tight friendships, & the absence of tension, but rather the ability of members to deal with the pressures, stress, and conflict in ways that do not destroy individuals or the group.

paradox of trust

Group members need to trust one another for people to feel safe sharing themselves, their ideas, and their talents. * Takes a leap of faith to resolve. * Have to give trust in order to have trust. * Paradox of group life

training, development, leadership, performance, outstanding, incentive

HR can support effective team performance by: * Provide _ and _ to team leaders about how to set up and lead teams. * Pay attention to the personal transitions in and out of teams, especially at the _ level. * Provide high-quality team building workshops, especially in the important formation phase. * Develop processes to evaluate team _ that include the level of team effectiveness in addition to goal achievement. * Recognize _ teams—teams that get results and that people are happy to join. Highlight their best practices so other teams can learn from them. * Develop team-based _ programs. * Model all of the above and establish high-performance HR teams.

relationship (conflict)

Has to do with personal conflict among members of the team. * Negatively impacts group performance. * 7 sources of conflict

paradox of authority

Have power over others, yet only if others accept their authority. * I.e. your power over others comes from people's willingness to follow—their power over you is that they can decide to follow or not. * "One develops power as one empowers others." * Paradox of group life

synergy

How a team's parts work together as a whole. * Much more than just a sum of the parts * Comes from relationships - Key to great _ * Important for achieving what you cannot do on your own or with a dysfunctional group (lacking chemistry) * Result of chemistry

paradox of identity

How we define ourselves as individuals is linked to membership in groups, yet membership in groups means that we are not unique individuals. * Paradox of group life

strategy (/technics)

Implementing the right _ is important for phenomenal teamwork. (*in Antonio's lecture only*) * Need sharp vision for where team is going * Crucial in order to have good group chemistry & synergy

group norms

Informal but powerful standards that guide group members' behavior. * Can impact group's effectiveness * EX: Establish norms about timeliness, adhering to deadlines, how people should treat one another, and group member roles. * Stage 3 (Norming) of Tuckman's model of team formation

dysfunctional conflict

Involves aggression, personal attacks, or ways of expressing differences that undermine group success. * Also called destructive * Counterproductive and results in poor performance and poor team cohesion.

functional conflict

Involves allowing or encouraging differences of opinions among team members in order to yield better group outcomes. * Also called constructive * A moderate amount of _ has been indicated as good for group creativity and group problem solving. * Absence of _ among team members can lead to complacency and the loss of a competitive edge.

power

Is related to the ability to influence others in a group. * Can be linked to factors other than social status, providing the person with different avenues through which to influence groups. * CH ?: 5 types (legitimate, reward, coercive, punish?, referent)

converger, diverger, assimilator, accommodator

Kolb's model illustrates four styles of learning: _, _, _, & _. * All are measured by the Learning Style Inventory * Conclusion: When people learn differently, they tend to pay more or less attention to certain kinds of information and make decisions differently. - Different learning styles can be a barrier to communication in groups, simply because people don't understand one another's approach to discovering new ways of doing things. - Diversity in styles on a team can, when well managed, ensure that the group balances creativity with closure, research with experimentation, and reflection with action. * EX: When faced with a problem to solve, a diverger will want to seek as much information as possible and to think out of the box—he will resist coming to a conclusion. This can be frustrating for a converger, who will have identified what she thinks is the most relevant information quickly and is ready to make a decision.

teamwork

Learning to work with others is critical to _.

assimilators

Live in the world of abstract ideas, which they create through observation and reflection. * The theoreticians of the world. * Style of Kolb's 4 styles of learning

accommodators

Live in the world of concrete experience and experimentation. * Are "doers." * The practitioners of the world. * Style of Kolb's 4 styles of learning

psychological safety

Members of a team feel safe to express self & opinions ⇨ Results in better & high-performance of entire team Members feel safe to contribute their thoughts & opinions (*in Antonio's lecture only*). * Differentiates good/great teams from phenomenal/high-performing teams * Creating _ in a team: - Authenticity of leader = Key! - Authenticity is the best way to lead ⇨ Ppl respond to authenticity ⇨ Ppl are inspired - Authentic leader ⇨ Ppl feel "given permission to be themself" ⇨ Creates _ ⇨ Generate own opinions on options/solutions ⇨ Results in phenomenal/high-performing team - Perceived as genuine ⇨ Great limbic resonance & EQ - Requires practice - Apply to your own life (Easiest way to practice) * Teams without _: - No _ ⇨ Members don't feel safe to contribute ⇨ Team is not high-performing

encourager

One who asks for and encourages participation and ideas. * Type of group maintenance role

trust builder

One who inspires others to take emotional risks. * Type of group maintenance role

evaluator

One who measures the accomplishments of the group against set criteria. * Type of task role

information provider

One who offers facts and research. * Type of task role

diagnoser

One who points out the obstacles to successful group work. * Type of task role

tension reliever

One who relieves the group's stress. * Type of group maintenance role

chemistry, synergy

Phenomenal teamwork is not just about the technical work, but also the _ & _ of the team * Great team _ & _ ⇨ Better technical work ⇨ Phenomenal team & teamwork

group maintenance roles

Ppl engage in activities that are important to relationships and to the morale of the group. * Tension reliever: One who relieves the group's stress. * Encourager: One who asks for and encourages participation and ideas. * Trust builder: One who inspires others to take emotional risks.

task roles

Ppl engage in behaviors and activities that help the group accomplish tasks and achieve goals. * Information provider: One who offers facts and research. * Diagnoser: One who points out the obstacles to successful group work. * Evaluator: One who measures the accomplishments of the group against set criteria.

convergers

Ppl who like working with abstract concepts and devising experiments to test these concepts. * The applied scientists of the world. * Style of Kolb's 4 styles of learning

process (conflict)

Refers to conflict within teams about who should be doing what and how the group should operate. * 7 sources of conflict

powerful

Roles are a _ social force: They dictate our behavior, sometimes far more than they should. * We've all encountered the person who, when given the role of group leader, becomes a tyrant. * We have also all taken on roles and found ourselves acting in ways that didn't really represent who we are. * EX: Study done at Stanford University in 1971, famously called the Stanford prison experiment.

group roles

Shared expectations among members about who does what. * EX: Ppl might discuss and agree that a particular member will take on the role of meeting agenda planner, while another will take the role of note taker. * Stage 3 (Norming) of Tuckman's model of team formation

teams

Small groups (ideally 6 to 10 individuals) whose members share a common purpose, hold themselves individually and collectively responsible for goals, and have complementary skills and agreed-on processes for working together. * One of the most important structures in most modern organizations because they are where ideas are generated, decisions get made, and work gets done. * Pros: - Sense of personal identity - Most important social interactions occur at work - Learn how to deal with conflict in groups - Learn how to respect ppl different from ourselves * Cons: - Ppl don't understand the dynamics that impact groups - Misguided view of leadership - Complex/mysterious/confusing bc you can only see ppl's behavior - Success is rarely (if ever) dependent on one person, no matter how good of a leader an individual is

social loafing

Someone decides to take a free ride and let the rest of the group do the work. * Sometimes it is hard to tell at first that someone is taking advantage of the team. * Common, clever, & have a million excuses (most of which are plausible). * Minimize by organizing teams & groups around tasks that are important to members, and to build commitment to the team. - Shouldn't protect them from being caught by managers, instructors, etc. * A Big Six challenge

forming

Stage 1 of group development, during which members start to get to know one another, are polite and friendly, and avoid conflict. * Tuckman's model of team formation * During this stage, people work to build a group, and they avoid any topics or interactions that might harm relationships or the development of common ground.

dependency & inclusion

Stage 1 of group development, members are dependent on the leader to tell them what to do. * Members are concerned & ask themselves questions like "How do I fit in?" and "Is it safe here?" * Can be awkward because no one knows exactly how to behave or what to do, even if the task is clear. * Can be frustrating because there is an expectation from team members and managers alike that the team will be productive immediately, which is very hard to do. * Usually can't focus their energy on tasks and goals because of the uncertainty surrounding norms and roles. * Oftentimes we make the mistake of ignoring the real needs people have during this stage, such as the need to find their place on the team, to feel included, and to feel accepted for who they are and the contributions they can bring. * Can be exhilarating at first because it seems that everyone gets along, and with direction from a member or leader, things go well for a while. * Wheelan's model of group development

conflict & counterdependence

Stage 2 of group development, where the group's task is to develop a unified set of goals, values, and operational procedures. * These negotiations inevitably generate conflict. - Many times, this conflict is directed at the leader and/or powerful group members, which is a dynamic that is counterdependence. - Ppl argue, form power coalitions with other members to get their plans implemented, or even sabotage the leader or other powerful group members. - Groups often get stuck or blow up. * Members often ask themselves "Do I have power in this group?", "Must I fight to be heard?", and "Do I respect the leader?" * As the group survives conflicts, people begin to feel safer and more willing to share different viewpoints. * What emerges from this process is a broader range of ways to negotiate differences, make decisions, communicate, and lead. * Wheelan's model of group development

storming

Stage 2 of group development, which is characterized by disagreements about how to work together, bids for power, and conflict with leaders. * Tuckman's model of team formation * In this stage, people are more apt to speak up, disagree, and attempt to influence others and the group. * Not uncommon for group members to fight openly with one another and with the leader in this stage.

trust & structure

Stage 3 of group development, norms and roles are more clear, and the group is not as dependent on a leader. * Members welcome guidance from the leader, and they are more open to being led by other members as well. * Members understand that structures such as roles and decision processes are helpful, and they use them. - Adjust group norms and roles if needed, rather than rigidly holding on to "the way it is" as sometimes happens in earlier stages. * Ppl trust each other more and can more maturely negotiate roles and stay organized, allowing the group to maintain positive working relationships. * Ppl often ask themselves at this stage include "What role can I take on that will help the group?", "What subgroups will help us achieve our goals?", and "What systems should we create to manage our time, work flow?" * Ppl often feel a sense of relief. - Know where they fit and how people relate to one another, and they feel confident that the group can handle conflict without falling apart. - Don't take things as personally as they did in the first 2 stages because they trust that other members' intentions are good. * Wheelan's model of group development

norming

Stage 3 of group development, when the group agrees on rules of behavior (group norms), who does what (group roles), and how best to work together. Group norms are informal but powerful standards that guide group members' behavior. * Tuckman's model of team formation

productivity & work

Stage 4 of group development, a group can efficiently and effectively focus most of its energy on goal achievement and task accomplishment. * During this stage, group members feel clear, committed, and capable of navigating conflicts, and they are able to give and receive both individual and group-level performance feedback. * Ppl often ask themselves at this stage include "How can we measure team outcomes and quality?" and "How can we ensure individual accountability?" * Wheelan's model of group development

performing

Stage 4 of group development, during which the group channels energy into tasks rather than into building relationships, resolving conflicts, or deciding how to work together. * Interpersonal relationships now support the group in accomplishing tasks, and roles are more fluid (e.g., anyone can step into the leadership role as the task requires). * Tuckman's model of team formation

adjourning

Stage 5 of group development during which the group finishes its tasks and decides or is forced to dissolve membership. * This stage can cause people to feel sad and to try to hold on to the group even though it no longer serves a purpose. * Tuckman's model of team formation

termination

Stage 5 of group development, a group's life as a time when members reflect on task accomplishment and relational memories. * Ppl often ask themselves at this stage include "How will we know we are "done"?", "How can we mark the end of our work together?", and "How should we say goodbye?" * Wheelan's model of group development

work environment

Teams in the _: * Are where ideas are generated, decisions get made, and work gets done. * Have shared leadership roles, mutual accountability, and collective work products. * Are the most efficient method of integrating ideas and performance across hierarchical and structural organization boundaries. * High-performance teams are the exception, not the rule. * Real teams are more frequently found in organizations with high-performance standards. * A real team naturally integrates learning and performance.

self-directed teams

Teams in which there is no formally designated leader and members organize their own activities. * Becoming more common * Key characteristic: The teams themselves take responsibility for their work, finding solutions to problems they identify, providing performance feedback, meeting goals, and monitoring performance. * Mature teams: Can be effective, but usually only when members are skilled at managing group dynamics, equally committed to the team's success, and willing to share leadership as the task requires. * Immature teams: Not ready to work without a leader, one solution is for the team to designate an individual as the leader for a period of time. This can be difficult if more than one person wants this role, or if no one does.

divergers

Tend to focus on concrete experiences and to reflect deeply and generate lots of possibilities. * Come up with ideas and look at them through different lenses. * The artists of the world. * Style of Kolb's 4 styles of learning

individual

The 1st dimension of phenomenal group dynamics (*in Antonio's lecture only*) * There is an "I" in "TEAM" * It's easy to say that there is no "I" in "TEAM," however, there are strong individual personalities among teams * As a leader, it is not a good idea to dismiss these strong individual personalities - EX: Michael Jordan (MJ wouldn't be the great player he is today if his strong individual personality had been suppressed)

team

The 2nd dimension of phenomenal group dynamics (*in Antonio's lecture only*) * The _ as a whole

subteam

The 3rd dimension of phenomenal group dynamics (*in Antonio's lecture only*) * Managing the _s of the entire team * Have their own chemistry & synergy * # of _s depends on how big the entire team is * Phenomenal leaders must manage as a _

task interdependency (conflict)

The entire team depends on each individual member to complete his or her tasks. * When one person misses a deadline, everyone is affected. * Conflict results in this situation because the project is not complete until all participants have accomplished their respective tasks. * 7 sources of conflict

strategy/technics, chemistry, synergy

The fundamentals of teamwork are often underestimated. * _/_, _, & _ all present ⇨ Team & members operate as a whole.

chemistry

The idea that when creating a team, we select the right ppl for the specific purpose of the team. * For teamwork, _ must be established first, then leads to synergy.

participation

The most effective groups enable everyone to share their best ideas. * If you notice that _ in your group is uneven or that certain members dominate, you have an issue to address. * Influenced by membership * A Big Six challenge

social status

The relative standing or prestige you have compared with others in groups to which you belong. * Has a powerful effect on how we see ourselves, whom we interact with, and how we are expected to behave. * Research has found that status is very important when it comes to leading groups. - High-status members can more directly influence the outcome of group activities and group processes, such as communication and conflict. - Low-status members have less influence on the group, and their attempts to influence the group are weaker, less direct, and often less effective. * Type of status in groups

group dynamics

The ways in which individuals affect groups and the ways in which groups influence individuals. * Kurt Lewin's conclusion: Groups have a profound influence/effect on what ppl think, feel, & do * Proposed "Lewin's formula" - Lewin's Formula: B = f(P, E) - Behavior (B) is a function (f) of the interaction of the person (P) & the environment (E) * How a person behaves is linked to both personal characteristics (ex: intelligence, EQ, personality, etc) & the conditions of the environment (ex: Group leader's behavior, physical conditions in which group works, society & organization in which group works, outside pressures on group, size of group, etc) * Experiment: The effects of different leadership styles on small groups - Autocratic, democratic, laissez-faire

A (Chemistry, synergy, strategy)

These are 3 elements of making a team. A. Chemistry, synergy, and strategy B. Biology, synergy, and strategy C. Chemistry, simplicity, and strategy D. Collaboration, synergy, and vision

paradox of courage

To really belong to a group demands a great deal of courage. * It takes courage to submit to the will of a group, trusting the group to meet our needs. * Paradox of group life

introversion-extraversion

Types: Introverts & Extraverts * Introverts: Are energized when they are alone with their thoughts and feelings, which can make them ideally suited for working alone. - May run into problems when working as part of a highly interactive team. * Extraverts: Are energized by being around people and have little difficulty being vocal when necessary. - May run into difficulty working on their own bc their energy and many of their ideas come from interaction with others. * Most teams require people to work together and alone.

intuiting-sensing

Types: Intuitive-type & Sensing-type * Intuitive types: Ppl tend to like abstract concepts, value insight and hunches, and begin with the big picture and work down from there. - Can run into trouble because turning abstract goals into realizable tasks can be difficult. * Sensing-type: Ppl are more pragmatic, rely on facts and examples, and prefer to work with data and details. - Their problem might be that they are unable to see the "big picture."

judging-perceiving

Types: Judging-type & Perceiving-type * MBTI only * Judging-type: Tend to make decisions based on the data at hand and generally prefer closure. - Are plan- and process-oriented individuals who like to have a course of action mapped out. - Can rush to judgment too quickly and fail to consider information once an opinion has been formed. * Perceiving-type: Are comfortable with ambiguity and change, which is an excellent skill when an organization's environment is uncertain, as during organizational changes. - Play things by ear, preferring matters to remain open ended, and they may change a decision several times before making it final. - Can cause some problems when a decisive course of action is called for.

organizing-adapting

Types: Organizing & Adapting * Organizing: Linked with planning and reliability. * Adapting: Linked to tendencies like being open ended and spontaneous. * Golden Personality Type Profiler only

tense-calm

Types: Tense & Calm The dimension that measures being uneasy and insecure versus being optimistic and confident. * Golden Personality Type Profiler only

thinking-feeling

Types: Thinking-type & Feeling-type * Thinking-type: Ppl analyze data dispassionately; tend to be more objective and are ordered and logical in their interpretation of information. - Can limit creativity. * Feeling-type: Ppl use emotions as an important input to their interpretations and see information as subjective. - Have a lot to offer a group because they communicate powerfully with others, look deeply into relationships and follow their hearts.

individual (1st), team (2nd), subteam (3rd)

What are the 3 dimensions key to forming phenomenal group dynamics? (*in Antonio's lecture only*) * Phenomenal leaders are able to manage all 3 dimensions

roles, norms, status & power, diverse interaction & learning styles.

What are the 4 aspects of group dynamics that affect people's behavior and group effectiveness?

identity, trust, authority, courage

What are the 4 paradoxes of group life?

membership, participation, communication, influence, social loafing, emotions

What are the Big Six challenges that almost every team deals with?

trust

What is the basis for all conflict resolution strategies?

overlapping authority conflict

When 2 or more people claim authority for the same tasks or functions. * In many instances, redundant work by 2 different business, political, or legal units results in an overlap of managerial authority and employee scheduling. * 7 sources of conflict

conformity

When a person goes with what seems, on average, the best option/solutions. * Can lead to groupthink ⇨ Death of 'team'. * How to avoid: 1. Leader doesn't frame ⇨ Starts with a round of team members sharing opinions ⇨ Different options/solutions generated. 2. Members are not influenced by leader/framing used. 3. Bring outsiders into the group to evaluate the group's work and offer contrasting opinions and new information. 4. Group creates a norm in which someone is formally designated the "devil's advocate" to question group opinions and decisions.

leverage

While organizations have started to diversify their teams more, organizations still need to learn how to _ the diversity in order to achieve goals.

globalization

_ has led to more virtual teams. (*in Antonio's lecture only*) * More diverse - 2 types of diversity: Intradiversity & Interdiversity

authenticity

_ of a team's leader is key to creating psychological safety.(*in Antonio's lecture only*). * Authenticity is the best way to lead ⇨ Ppl respond to authenticity ⇨ Ppl are inspired * Authentic leader ⇨ Ppl feel "given permission to be themself" ⇨ Creates _ ⇨ Generate own opinions on options/solutions ⇨ Results in phenomenal/high-performing team * Perceived as genuine ⇨ Great limbic resonance & EQ * Requires practice

influence

_, participation, and communication are related, but they are not the same. * Use charisma * Some people may speak rarely, yet they capture the attention of the whole group. * Others may talk a lot but are not listened to by other group members. * Effective groups manage _ so the person with the most relevant experience and knowledge can _ the group when needed. * A Big Six challenge

leaders (of teams)

_: * Understand that success & effectiveness are linked to creating conditions where individuals and teams can perform at their best * Empower others