MGT 371 ch9: Building effective teams and teamwork

__________ roles are those that emphasize the interpersonal aspects of the team.

Relationship-building

Which of the following types of roles exist to enhance team performance?

Relationship-building roles

smart goals

Specific, Measurable, Attainable, Realistic, Timely

Team leaders build credibility with their team members by __________.

encouraging and coaching team members to help them improve

Forming Stage of Team Development

first stage of team development in which the team is oriented to each other and establishes clarity of purpose Team members are faced with the need to become acquainted with each other, with the team's purpose, and with its structure. Relationships must be formed and trust established. Clarity of direction is needed from team leaders. - Questions: 1.) Who are these other people? 2.) What is expected of me? 3.) Who is going to lead? 4.) What is supposed to happen? - Typical interpersonal relationships that predominate this stage: 1.) Silence 2.) Self-consciousness 3.) Dependence 4.) Superficiality 5.) Mild discomfort - To help a team effectively manage this first stage of development, effective managers should: 1.) Orient members and answer questions. 2.) Establish trust. 3.) Establish relationships between members and with the leader(s). 4.) Establish clarity of purpose, norms, procedures, and expectations.

Teams develop through four sequential stages known as forming, norming, storming, and performing. In the __________ stage of team development, the team is faced with the need to become acquainted with its members, its purpose, and its structure.

forming

SMART goals are __________.

specific, measurable, aligned, realistic, and time-bound

Performing Stage of Team Development

stage of a team when it is able to function as a highly effective and efficient unit The team is faced with the need for continuous improvement, innovation, speed, and capitalizing on core competencies. Sponsoring team members' new ideas, orchestrating their implementation, and fostering extraordinary performance are needed from team leaders. - Some Attributes of High-Performing Teams 1.) Performance outcomes: High-performing teams do things. They produce something; they don't just discuss it. Without accomplishment, teams dissolve and become ineffective over time. 2.) Specific, shared purpose and vision: The more specific the purpose, the more commitment, trust, and coordination can occur. Individuals don't work for themselves; they work for one another in pursuit of the shared purpose. The shared purpose can also be the same as a motivating vision of what the team should achieve. 3.) Mutual, internal accountability: The sense of internal accountability is far greater than any accountability imposed by a boss or outsider. Self-evaluation and accountability characterize a high-performing team. 4.) Blurring of formal distinctions: Team members do whatever is needed to contribute to the task, regardless of previous positions or titles. Team membership and team roles are more predominant than outside status. 5.) Coordinated, shared work roles: Individuals always work in coordination with others on the team. The desired output is a single group product, not a set of individual products. 6.) Inefficiency leading to efficiency: Because teams allow for lots of participation and sharing, mutual influence about purpose, and blurring of roles, they may initially be inefficient. As the team develops, because they come to know one another so well and can anticipate each other's moves, they become much more efficient than single people working alone. 7.) Extraordinarily high quality: Teams produce outcomes above and beyond current standards of performance. They surprise and delight their various constituencies with quality levels not expected and seldom, if ever, obtained before. An intolerance of mediocrity exists, so standards of performance are very high. 8.) Creative continuous improvement: Large-scale innovations as well as never-ending small improvements characterize the team's processes and activities. Dissatisfaction with the status quo leads to a constant flow of new ideas, experimentation, and a quest for progress. 9.) High credibility and trust: Team members trust one another implicitly, defend members who are not present, and form interdependent relationships with one another. Personal integrity and honesty characterize team activities and team member interactions. 10.) Clarity of core competence: The unique talents and strategic advantages of the team and its members are clear. The ways in which these competencies can be utilized to further the team's objectives are well understood. Extraneous activities and deflections from the team's core mission are given low priority. - The common issues that tend to dominate members of high-performing teams are: 1.) How can we help one another thrive? 2.) How can we foster continuous improvement and creativity? 3.) How can we build on our core competence? 4.) How can we maintain a high level of energy in the team? - The interpersonal relationships of team members are characterized by: 1.) High mutual trust 2.) Unconditional commitment to the team 3.) Mutual training and development 4.) Entrepreneurship - The team adopts a set of behaviors that help to foster and perpetuate this stage of development, including: 1.) Capitalizing on their individual and collective core competencies 2.) Fostering innovation and continuous improvement 3.) Enhancing flourishing relationships 4.) Encouraging positive deviance

Ways to Build Team Leader Credibility

- Team leaders build credibility with their team members by: 1.) Demonstrating integrity, representing authenticity, and displaying congruence (Walk the talk) 2.) Being clear and consistent about what they want to achieve (Be trustworthy and transparent) 3.) Creating positive energy by being optimistic and complimentary (Help others flourish) 4.) Using commonality and reciprocity (Build a foundation) 5.) Managing agreement and disagreement among team members by using one-sided and two-sided arguments appropriately—one-sided in situations when all team members agree, two-sided when consensus is not preexisting (Use effective influence techniques) 6.) Encouraging and coaching team members to help them improve (Mentor and tutor) 7.) Sharing information about the team, providing perspective from external sources, and encouraging participation (Inform and involve)

The Advantages of Teams

1. Increased information and knowledge 2. Increased diversity of views 3. Increased acceptance of a solution 4. Higher performance levels

Task-Facilitating Roles

1.) Direction giving: Identifying ways to proceed or alternatives to pursue and clarifying goals and objectives. a.) "This is the way we were instructed to approach our task." b.) "Everyone write down your ideas, and then share them." 2.) Information seeking. Asking questions; analyzing knowledge gaps; requesting opinions, beliefs, and perspectives. a.) "What did you mean by that?" b.) "Does anyone else have more information about this?" 3.) Information giving. Providing data, offering facts and judgments, and highlighting conclusions. a.) "Here are some relevant data." b.) "I want to share some information that may be helpful." 4.) Elaborating. Building on the ideas expressed by others; providing examples and illustrations. a.) "Building on your idea, here is an additional alternative." b.) "An example of what you just said is..." 5.) Urging. Imploring team members to stay on task and to achieve team goals. a.) "We have only 10 minutes left, so we need to move more quickly." b.) "We can't quit now. We're close to finalizing our proposal." 6.) Monitoring. Checking on progress, developing measures of success, and helping to maintain accountability for results. a.) "You maintain accountability for the first recommendation, and I'll handle the second." b.) "Here are some criteria we can use to judge our success." 7.) Process analyzing. Analyzing processes and procedures used by the team in order to improve efficiency and timeliness. a.) "It seems as if the energy level in the team is beginning to decline." b.) "I've noticed that the women are participating less than the men in our team." 8.) Reality testing. Exploring whether ideas presented are practical or workable; grounding comments in reality. a.) "Let's see if this is really practical." b.) "Do you think this is workable given our resources?" 9.) Enforcing. Helping to reinforce team rules, reinforcing standards, and maintaining agreed-upon procedures. a.) "We're beginning to wander in our comments; let's stay on task." b.) "Since we agreed not to interrupt one another, I suggest we stick to our pact." 10.) Summarizing. Combining ideas and summing up points made in the team; helping members understand the conclusions that have been reached. a.) "It seems to me that these are the conclusions we have reached." b.) "In summary, you have made three points ..." - These roles are especially important when: 1.) Progress toward goal accomplishment is slow. 2.) The team is being deflected from its task. 3.) Time pressures exist. 4.) The assignment is complex or ambiguous and it is not clear how to proceed. 5.) No one else is helping the team move toward task accomplishment.

The Xerox Dissemination Process

1.) Learn. Core principles, vision, and values are taught and discussed. 2.) Apply. Action plans are formed and an improvement agenda is implemented. 3.) Teach. The principles and successful experiences are taught to the family team at the next lower level. 4.) Inspect. The performance and action plans of this lower-level family team are measured and monitored.

Rules for Effective Team Feedback

- Effective Feedback: 1.) Focus on behaviors 2.) Focus on observations 3.) Focus on descriptions 4.) Focus on a specific situation or incident 5.) Focus on the present 6.) Focus on sharing ideas and information 7.) Give feedback that is valuable to the receiver 8.) Give feedback at an appropriate time and place - Ineffective feedback: 1.) Focus on the person 2.) Focus on inferences or opinions 3.) Focus on evaluations 4.) Focus on abstract or general situations 5.) Focus on the past 6.) Focus on giving advice 7.) Give feedback that provides an emotional release 8.) Give feedback when it is convenient for you - Focus feedback on behavior rather than personal attributes. Individuals can control and change their behavior. They cannot change their personalities or physical characteristics. For example, "Your comments do not address the topic" is more effective than "You are completely naïve." - Focus feedback on observations rather than inferences and on descriptions rather than judgments. Facts and objective evidence are more trustworthy and acceptable than opinions and conjectures. For example, "The data don't support your point" is more effective than "You just don't get it, do you?" - Focus feedback on behavior related to a specific situation, preferably to the "here and now," rather than on abstract or past behavior. It will merely frustrate people if they cannot pinpoint a specific incident or behavior to which you are referring. Similarly, people cannot change something that has already happened. For example, "You have yet to agree with any of the proposals" is more effective than "You have always been a problem in this team." - Focus feedback on sharing ideas and information rather than giving advice. Unless requested, avoid giving direct instructions and demands. Instead, help recipients identify changes and improvements themselves. For example, "How do you suggest we break this logjam and move forward?" is more effective than "This is what we must do now." - Focus feedback on the amount of information that the recipient can use, rather than on the amount you might like to give. Information overload causes people to stop listening. Not enough information leads to frustration and misunderstanding. For example, "You seem to have reached a conclusion before all the facts have been presented" is more effective than "Here is some evidence you should consider, and here is more evidence, and here is more evidence, and here is even more evidence." - Focus feedback on the value it may provide to the receiver, not on the emotional release it provides for you. Feedback should be for the good of the recipient, not merely for you to let off steam. For example, "I must say that your excessive talking is very troublesome to me and not very helpful to our discussion" is more effective than "You are being a jerk, and you are making me mad." - Focus feedback on time and place so that personal data can be shared at appropriate times. The more specific the feedback is, or the more it can be anchored in a specific context, the more helpful it can be. For example, "During a break, I would like to chat with you about something" is more effective than "You think your title gives you the right to force the rest of us to agree with you, but it's just making us resistant."

Relationship-Building Roles

1.) Supporting. Praising the ideas of others, showing friendliness, and pointing out others' contributions. a.) "Your ideas are terrific!" b.) "I really appreciate your honesty and openness. It's refreshing." 2.) Harmonizing. Mediating differences between others and finding a common ground in disputes and conflicting points of view. a.) "I hear the two of you saying essentially the same thing." b.) "The disagreements being expressed don't seem to be all that crucial." 3.) Relieving tension. Using jokes and humor to reduce tension and put others at ease. a.) "Hey folks, let's lighten up!" b.) "This reminds me of the new conference table we bought. It sleeps 12." 4.) Confronting. Challenging unproductive or disruptive behaviors; helping to ensure proper behavior in the team. a.) "How does your comment address the topic we are discussing?" b.) "Your negative comments are really diminishing the positive energy in the group." 5.) Energizing. Motivating others toward greater effort; exuding enthusiasm. a.) "Your insights are really helpful!" b.) "This team is the most enjoyable group I've been in for a long time." 6.) Developing. Helping others learn, grow, and achieve; orienting and coaching members of the team. a.) "How can I help you?" b.) "May I give you some assistance with that?" 7.) Consensus building. Helping build solidarity among team members, encouraging agreement, and helping interactions to be smooth. a.) "It seems like we're all saying pretty much the same thing." b.) "Can we all at least agree on point number 1, even if we disagree on the rest?" 8.) Empathizing. Reflecting group feelings and expressing empathy and support for team members. a.) "I know how you feel." b.) "This must be a very sensitive topic for you given your personal experience."

team development

1.) forming 2.) storming 3.) norming 4.) performing 5.) adjourning

Which of the following is NOT true of high-performing teams?

A set of individual products instead of a single group product is the desired output of a high-performing team.

Which of the following roles are characterized by behaviors that stand in the way of or inhibit the effective performance of a team, or that subvert team member effectiveness?

Blocking roles

What should you do to help a team effectively manage the forming stage of team development?

Establish clarity of purpose, norms, procedures, and expectations.

What are goals that represent an ultimate achievement, an extraordinary accomplishment, or a beyond-the-norm outcome?

Everest goals

Which of the following would be considered ineffective feedback?

Feedback that is focused on the person

__________ is a tendency for all people on a team or a mission to agree with each other and suppress any dissension among them.

Groupthink

There are several positive relationships between employee involvement in teams and several dimensions of organizational and worker effectiveness. Which of the following is a positive impact of teams on organizational effectiveness?

Improved quality of products and services

There are several positive relationships between employee involvement in teams and several dimensions of organizational and worker effectiveness. Which of the following is a positive impact of teams on worker effectiveness?

Increased employee trust in management

groupthink

Irv Janis conducted research in which he chronicled several high-performing teams that in one instance performed in a stellar fashion but performed disastrously in another instance. 1.) Illusion of invulnerability. Members feel assured that the team's past success will continue. ("Our track record shows that we cannot fail.") 2.) Shared stereotypes. Members dismiss disconfirming information by discrediting its source. ("Those people just don't understand these things.") 3.) Rationalization. Members rationalize away threats to an emerging consensus. ("We know the wrongheaded reasons they don't agree with us.") 4.) Illusion of morality. Members believe that they, as moral individuals, are not likely to make wrong decisions. ("This team would never knowingly make a bad decision or do anything immoral or unethical.") 5.) Self-censorship. Members keep silent about misgivings and try to minimize doubts. ("I must be wrong if others don't think the way I do.") 6.) Direct pressure. Sanctions are imposed on members who explore deviant viewpoints. ("If you don't agree, why don't you just leave the team?") 7.) Mind guarding. Members protect the team from being exposed to disturbing ideas. ("Don't listen to them. We need to keep the rabble-rousers at bay.") 8.) Illusion of unanimity. Members conclude that the team must have reached a consensus since the most vocal members are in agreement. ("If a few vocal people express agreement, there must be a consensus.") - To manage this tendency to develop groupthink, effective teams must move through the norming stage into the storming stage. 1.) Critical evaluators. At least one team member should be assigned to perform the role of critic or evaluator of the team's decisions. 2.) Open discussion. The team leader should not express an opinion at the outset of the team meeting but should encourage open discussion of differing perspectives by team members. 3.) Subgroups. Multiple subgroups in the team may be formed to develop independent proposals. 4.) Outside experts. Invite outside experts to listen to the rationale for the team's decision and critique it. 5.) Devil's advocate. Assign at least one team member to play devil's advocate during the discussion if it seems that too much homogeneity exists in the team's discussion. 6.) Second-chance meetings. Sleep on the team's decision and revisit it afresh the next day. The expression of team members' second thoughts should be encouraged.

__________ roles are those that help the team accomplish its outcome objectives.

Task-facilitating

Which of the following statements is true of the norming stage of team development?

The norming stage of team development is when expectations become clear, a group identity is formed, and the norms become clear and accepted.

Developing Credibility

To be an effective team leader, you must have the respect and commitment of team members.

quality circles

a problem-solving process originating in Japan in which teams who meet to discuss issues and make recommendations to upper management

blocking roles

behavior that stand in the way of or inhibit the effective performance of a team, or that subvert team member effectiveness - Among the common blocking roles are: 1.) Dominating. Excessive talking, interrupting, or cutting others off. 2.) Overanalyzing. Splitting hairs and examining every detail excessively. 3.) Stalling. Not allowing the group to reach a decision or finalize a task by sidetracking the discussion, being unwilling to agree, repeating old arguments, and wasting time. 4.) Remaining passive. Not being willing to engage in the team's task. Staying on the fringe or refusing to interact with other team members; expecting others to do the team's work. 5.) Overgeneralizing. Blowing something out of proportion and drawing unfounded conclusions. 6.) Faultfinding. Being unwilling to see the merits of others' ideas or criticizing others excessively. 7.) Premature decision-making. Making decisions before goals are stated, information is shared, alternatives are discussed, or problems are defined. 8.) Presenting opinions as facts. Failing to examine the legitimacy of proposals and labeling personal opinions as truth. 9.) Rejecting. Rejecting ideas based on the person who stated them rather than on the ideas' merits. 10.) Pulling rank. Using status, expertise, or title to get ideas accepted rather than discussing and examining their value. 11.) Resisting. Blocking all attempts to change, improve, or make progress; being disagreeable and negative about suggestions from other team members. 12.) Deflecting. Not staying focused on the topic of the team's discussion; changing the subject of discussion or making comments that deflect attention away from the main points.

Positive deviance

change toward excellence, perfection, psychological "flow," and the like, usually depicted as a shift to the light along the continuum that shows normal, healthy performance in the middle.

Everest Goals

goals that represent an ultimate achievement, an extraordinary accomplishment, or a beyond-the-norm outcome - Five attributes characterize Everest goals: 1.) Everest goals represent positive deviance. They extend beyond expectations and represent extraordinary achievement. 2.) Everest goals represent inherent value and worth. They possess profound meaning and purpose. Achieving the outcomes themselves are sufficient and are not a means to obtain another end. 3.) Everest goals possess an affirmative bias. They do not merely focus on solving problems, reducing obstacles, overcoming challenges, or removing difficulties. Rather, they focus on opportunities, possibilities, and potential. 4.) Everest goals represent a contribution. They focus on providing benefit to others or making a contribution rather than merely receiving a reward or recognition. Everest goals emphasize what individuals can give compared to what they can get. 5.) Everest goals are inherently energizing. People do not need another source of motivation or reward in order to pursue them. People are not exhausted by pursuing Everest goals, but instead they are uplifted, elevated, and energized. Everest goals are not the same as mere stretch goals or difficult goals. They extend beyond the mere difficult.

What are the norms and values of the team? How can I show my support to others? and How can I fit in? are questions that team members may ask themselves during the __________ stage of team development.

norming

Some of the behaviors that help to foster and perpetuate the __________ stage of team development are capitalizing on the team's core competencies, fostering innovation and continuous improvement, enhancing flourishing relationships, and encouraging positive deviance.

performing

Teams develop through four sequential stages known as forming, norming, storming, and performing. In the __________ stage of team development, the team is faced with disagreements, counter-dependence, differing points of view, and the need to manage conflicts.

storming

The main task issues that are addressed by a team in the __________ stage of team development are encouraging helpful expressions of disagreement, managing conflict, legitimizing productive expressions of individuality, turning counter-dependence into interdependence, and fostering consensus building among heterogeneous perspectives.

storming

Storming Stage of Team Development

team development stage in which members question the team's direction, the leader, roles of other members, and task objectives. The team is faced with disagreements, counterdependence, differing points of view, and the need to manage conflict. Challenges include violations of team norms and expectations and overcoming groupthink. Focusing on process improvement, recognizing team achievement, and fostering win-win relationships are needed from team leaders. - Typical questions that arise in team members' minds during this stage are: 1.) How will we handle differences of opinion and dissension? 2.) How can we make decisions amid disagreement? 3.) How will we communicate negative feedback? 4.) Do I want to maintain my membership in the team? 5.) How far can I step out of bounds? - This leads to: 1.) Coalitions or cliques 2.) Competition among team members 3.) Disagreement with the leader 4.) Challenging others' points of view - The main task issues to be addressed by the team's leader in this stage include: 1.) Managing conflict 2.) Legitimizing productive expressions of individuality 3.) Turning counterdependence into interdependence 4.) Fostering consensus-building among heterogeneous perspectives 5.) Encouraging helpful expressions of disagreement - In the storming stage of development, the tensions and differentiation of roles may actually foster team cohesion and productivity rather than conflict if, as a leader in the team, you: 1.) Identify an external enemy (rather than one another) as a target for competition. 2.) Reinforce team commitment to and recognition of team-level performance. 3.) Maintain visibility of the overall vision and superordinate goals. 4.) Turn members into leaders by having team members teach the group's values and vision to others.

The four factors associated with high-performing teams are team composition, team motivation, team type, and team structure. Team potency, team goals, team rewards, and team feedback are examples of the __________ factor.

team motivation

Norming Stage of Team Development

the second stage of a team's development in which expectations become clear, a group identity is formed, and the norms become clear and accepted The team is faced with creating cohesion and unity, differentiating roles, identifying expectations for members, and enhancing collaboration. Providing supportive feedback and fostering commitment to a vision are needed from team leaders. - Typical questions in team members' minds during this stage include: 1.) What are the norms and values of the team? 2.) How can I best get along with everyone else? 3.) How can I show my support to others? 4.) How can I fit in? - Individuals experience feelings of loyalty to one another, and the interpersonal relationships that most characterize team members include: 1.) Cooperativeness 2.) Conformity to standards and expectations 3.) Heightened interpersonal attraction 4.) Ignoring disagreements - To effectively manage this second stage of development, effective managers should: 1.) Maintain unity and cohesion. 2.) Facilitate participation and empowerment. 3.) Show support to team members. 4.) Provide feedback on team and team member performance.

The performing stage of development is the stage __________.

when the team is able to function as a highly effective and efficient unit