1
Q
Group dynamics
A
- the interactions and forces among group members in social situations
- the focus is on the dynamics of members of both formal or informal work groups and, now, teams in the organization
2
Q
Generational Stereotypes
A
- Millennial Generation has been stereotyped as being entitled, self-centered, and informal
- Generation Y are also tech savvy, like constant social interaction, are proficient multitaskers, and strive to maintain a work-life balance
3
Q
Group (It’s members are):
A
- Are motivated to join
- Perceive the group as a unified unit of interacting people
- Contribute in various amounts to the group processes (that is, some people contribute more time or energy to the group than do others)
- Reach agreements and have disagreements through various forms of interaction
4
Q
Kurt Lewin’s definition of Group Dynamics
A
- One normative view is that group dynamics describes how a group should be organized and conducted
- Democratic leadership, member participation, and overall cooperation are stressed
- consists of a set of techniques
- role playing, brainstorming, focus groups, leaderless groups, group therapy, sensitivity training, team building, transactional analysis, and the Johari window are traditionally equated with group dynamics
- Group dynamics are viewed from the perspective of the internal nature of groups, how they form, their structure and processes, and how they function and affect individual members, other groups, and the organization
5
Q
creative abrasion vs. personal abrasion
A
- the search for a clash of ideas over the clash of people
- goal is to develop greater creativity from the group
6
Q
Propinquity
A
- individuals affiliate with one another because of spatial or geographical proximity
- Example: students sitting next to one another in class
7
Q
balance theory of group formation
A
- persons are attracted to one another on the basis of similar attitudes toward commonly relevant objects and goals.
- Once this relationship is formed, the participants strive to maintain a symmetrical balance between the attraction and the common attitudes
- If an imbalance occurs, an attempt is made to restore the balance
- If the balance cannot be restored, the relationship dissolves
8
Q
exchange theory of groups
A
- is based on reward-cost outcomes of interaction
- A minimum positive level (rewards greater than costs) of an outcome must exist in order for attraction or affiliation to take place. Rewards from interactions gratify needs, whereas costs incur anxiety, frustration, embarrassment, or fatigue. Propinquity, interaction, and common attitudes all have roles in exchange theory
9
Q
Group Formation Stages
A
- Forming
- Storming
- Norming
- Performing
- Adjourning
10
Q
Forming
A
- This initial stage is marked by uncertainty and even confusion. Group members are not sure about the purpose, structure, task, or leadership of the group
11
Q
Storming
A
- This stage of development, as indicated by the term, is characterized by conflict and confrontation. (In the usually emotionally charged atmosphere, there may be considerable disagreement and conflict among the members about roles and duties.
12
Q
Norming
A
- Finally, in this stage the members begin to settle into cooperation and collaboration. They have a “we” feeling with high cohesion, group identity, and camaraderie.
13
Q
Performing
A
- This is the stage where the group is fully functioning and devoted to effectively accomplishing the tasks agreed on in the norming stage.
14
Q
Adjourning
A
This represents the end of the group, which in ongoing, permanent groups will never be reached. However, for project teams or task forces with a specific
objective, once the objective is accomplished, the group will disband or have a
new composition, and the stages will start over again.
15
Q
Practicalities of Group Formation
A
- Work together for reward (gainsharing)
- Form a union for higher wages
- satisfy intense social needs (affiliation)
16
Q
punctuated equilibrium model
A
- groups form in a first phase in which a target or mission is set and then are not altered very easily, due to a process called inertia, or systematic resistance to change
- Midpoint phase - group members recognize that if they don’t change tactics, the group’s goal or mission will not be (midlife crisis, bursts of activity and energy)
17
Q
Differences in groups
A
- demographic diversity and globalization are key factors
- Diversity is the primary source of differences in member characteristics leading to such conflict
18
Q
Types of Groups
A
- dyad group (group of two)
- small and large groups
- primary and secondary groups
- coalitions,
- membership and reference groups, in- and out-groups, and formal and informal groups
- family and the peer group
19
Q
self-managed teams
A
- team members work together to perform a function or produce a product or service.
- also perform functions such as planning, organizing, and controlling the work
- do not necessarily always make consensus decisions
20
Q
Characteristics of Coalitions
A
- Interacting group of individuals
- Deliberately constructed by the members for a specific purpose
- Independent of the formal organization’s structure
- Lacking a formal internal structure
- Mutual perception of membership
- Issue-oriented to advance the purposes of the members
- External forms
- Concerted member action, act as a group
21
Q
in-groups and out-groups
A
- an in-group is a social group to which a person psychologically identifies as being a member. By contrast, an out-group is a social group with which an individual does not identify.
- In-groups are those who have or share the dominant values, and out-groups are those on the outside looking in
22
Q
conditions that promote group effectiveness
A
(1) setting a compelling direction for the group’s work
(2) designing and enabling group structure
(3) ensuring that the group operates within a supportive context
(4) providing expert coaching
23
Q
Factors That Increase Group Cohesiveness
Table 11.1 page 314
A
- Agreement on group goals
- Frequency of interaction
- Personal attractiveness
- Intergroup competition
- Favorable evaluation
24
Q
Factors That Decrease Group Cohesiveness
Table 11.1 page 314
A
- Disagreement on goals
- Large group size
- Unpleasant experiences
- Intragroup competition
- Domination by one or more members
25
use groups to enhance satisfaction and performance
1. Organizing work around intact groups
2. Having groups charged with selection, training, and rewarding of members
3. Using groups to enforce strong norms for behavior, with group involvement in off-the-job as well as on-the-job behavior
4. Distributing resources on a group rather than an individual basis
5. Allowing and perhaps even promoting intergroup rivalry so as to build within-group
solidarity
26
determining group effectiveness
(1) task interdependence (how closely group members work together)
(2) outcome interdependence (whether and how group performance is rewarded)
(3) potency (members’ belief that the group can be effective).
27
To assess group or team effectiveness
- first requires careful specification of criteria.
- Effective groups are characterized as being dependable, making reliable connections between the parts, and targeting the direction and goals of the organization
28
Formal vs. Informal Groups
- the formal group has officially prescribed goals and relationships, whereas the informal one does not
29
Group Norms
- are the “oughts” of behavior
Norms will be strongly enforced by work groups if they:
1. Aid in group survival and provision of benefits
2. Simplify or make predictable the behavior expected of group members
3. Help the group avoid embarrassing interpersonal problems
4. Express the central values or goals of the group and clarify what is distinctive about the group’s identity
30
Informal Roles in groups
- a position that has expectations evolving from established norms
- informal roles found in work groups include:
1. boundary spanner
2. buffer
3. lobbyist
4. negotiator
5. spokesperson
31
boundary spanner
- acts as a facilitator and bridge between units or groups which would not otherwise interact
32
buffer
- protects and filters negative or disappointing news or information that might cause group members to be upset and cause morale to suffer
33
lobbyist
- promotes and tells others how successful and important the group is to outsiders.
34
negotiator
- is empowered by the group to act on its behalf to get resources and make deals
35
spokesperson
- is the voice of the group
36
Dysfunctions of the informal organization
- conflicting objectives
- restriction of output
- conformity
- blocking of ambition
- inertia
- resistance to change
37
Benefits of the informal organization
1. Makes for a more effective total system
2. Lightens the workload on management
3. Fills in gaps in a manager’s abilities
4. Provides a safety valve for employee emotions
5. Improves communication
38
Role
- A role consists of a pattern of norms
- is a position that can be acted out by an individual
- a position that has expectations evolving from established norms
39
Dysfunctions of Groups and Teams
- Norm violation
- ambiguity/conflict
- groupthink
- risky shift
- social loafing
40
Norm violation
- Group norms that are violated can result in antisocial behaviors
- At the extreme, these include sexual harassment and theft
- includes lying, spreading rumors, withholding effort, and absenteeism.
41
ambiguity/conflict
- occurs when the individual employee is unclear about the dictates of a given situation, or, in more common terms, “doesn’t know what he’s supposed to be doing.”
- Unclear job descriptions, incomplete orders given by a manager, and inexperience all contribute to role ambiguity.
- Such ambiguity can affect the person’s ability to function effectively in a group or team
42
role conflict
occurs when the employee or team member is:
(1) asked to perform conflicting tasks or
(2) required to perform a task that conflicts with his or her own personal values.
43
groupthink (Irving Janis)
- “a deterioration of mental efficiency, reality testing, and moral judgment that results from in group pressures
- results from the pressures on individual members to conform and reach consensus
- are so bent on reaching consensus that there is no realistic appraisal of alternative courses of action in a decision, and deviant, minority, or unpopular views are suppressed
44
Symptoms of Groupthink
1. There is the illusion of invulnerability. There is excessive optimism and risk taking.
2. There are rationalizations by the members of the group to discount warnings.
3. There is an unquestioned belief in the group’s inherent mortality. The group ignores questionable ethical or moral issues or stances.
4. Those who oppose the group are stereotyped as evil, weak, or stupid.
5. There is direct pressure on any member who questions the stereotypes. Loyal members don’t question the direction in which the group seems to be heading.
6. There is self-censorship of any deviation from the apparent group consensus.
7. There is the illusion of unanimity. Silence is interpreted as consent.
8. There are self-appointed mindguards who protect the group from adverse information
45
Risky Shift Phenomenon
- a group may make more risky decisions than the individual members would on their own
- group-induced attitude polarization
46
Social Loafing
- This problem occurs when members reduce their effort and performance levels when acting as part of a group
- cultures dominated by individual, self-interest values are more likely to have groups that experience loafing
47
Work Teams
1. Almost all use project teams (diverse managerial/professional employees working on projects for a defined, but typically extended, period of time).
2. A large majority use parallel teams (employees working on problem-solving or quality teams in parallel to the regular organizational structure).
3. A majority use permanent work teams (self-contained work units responsible for manufacturing products or providing services).
48
Work Group vs. Team
1. The work group has a strong, clearly focused leader; the team has shared leadership roles.
2. The work group has individual accountability; the team has individual and mutual accountability.
3. The work group’s purpose is the same as the organization’s; the team has a specific purpose.
4. The work group has individual work-products; the team has collective work-products.
5. The work group runs efficient meetings; the team encourages open-ended, active problem-solving meetings.
6. The work group measures effectiveness indirectly (for example, financial performance of the overall business); the team measures performance directly by assessing collective work-products.
7. The work group discusses, decides, and delegates; the team discusses, decides, and does real work
49
Cross-Functional Teams
These teams are made up of individuals from various departments or functional specialities.
50
5 components of Successful Cross Functional Teams
(1) choosing the membership carefully
(2) clearly establishing the purpose of the team,
(3) ensuring that everyone understands how the group will function,
(4) conducting intensive team building up front so that everyone learns how to interact effectively, and
(5) achieving noticeable results so that morale remains high and the members can see the impact of their efforts.
51
Virtual Teams
are groups of people who work interdependently with shared purpose across space, time, and organization boundaries using technology to communicate and collaborate
52
synchronous technologies
allow members to interact at the same time, or in real time
| Audio and Video conferencing
53
Caution when setting up a virtual team
Internet chat rooms, for example, may create more work and result in poorer decisions than face-to-face meetings and telephone conferences unless there is adequate training and some experience with the technology
54
Self-Managed Teams
- group of employees who are responsible for managing and performing technical tasks that result in a product or service being delivered to an internal or external customer.
- increased job satisfaction, customer service, and team organizational commitment and the facilitation of emergent leadership
55
Problems of the Self Managed Team
1. Team members aren’t willing to give up past practices or set aside power and position.
2. Not all team members have the ability, knowledge, or skill to contribute to the group. Team functioning slows because some members shoulder more responsibility than others.
3. As team members, workers often face conflicts or challenges to their own personal beliefs. What works for the group often does not work for the individual
56
How to Make Teams More Effective
(1) team building
(2) collaboration
(3) leadership
(4) understanding of cultural issues in global situations
57
Team Building
- requires time and training
- establishes a sense of ownership and partnership and allows members to see the team as a unit and as an attractive work arrangement
58
Training Guidelines for Developing Effective Self-Managed Teams
1. Establish credibility. The trainers must first establish their knowledge and believability.
2. Allow ventilation. The trainees must have their anxieties and unresolved issues cleared before starting.
3. Provide an orientation. The trainers should give specific verbal directions and provide clear expectations and models of behavior.
4. Invest in the process. Early on, have the team identify its problems and concerns.
5. Set group goals. The trainees create, through consensus, their own mission statement and then set goals and specific activities and behaviors to accomplish these goals.
6. Facilitate the group process. The trainees are taught about how groups function and are given techniques, such as nominal grouping and paired comparison.
7. Establish intragroup procedures. This involves setting up a meeting format that m ght include reporting minutes, making announcements, discussing problems and issues, proposing solutions, taking action, and making new assignments.
8. Establish intergroup processes. Although the team is self-managed, leaders must be selected in order to interact with others, such as supervisors, managers, and other teams.
9. Change the role of the trainers. As the team becomes more experienced and empowered, the trainers take on a more passive role.
10. End the trainers’ involvement. At this point, the team is on its own and is self-managing.
59
continued monitoring and measuring of self managed teams
(1) the team’s mission,
(2) goal achievements,
(3) feelings of empowerment,
(4) communications
(5) roles and norms that are positive
60
2 Ways Leaders can affect performance of a self managed team
(1) how they select members
| (2) the tactics they use to affect those members
61
Guidelines for Global Teams
(1) adapting to each culture (e.g., team pay should be used cautiously in individualistic cultures, but may be readily accepted in collectivist cultures);
(2) changing implementation of teams for each culture (e.g., in the United States members should be involved in the selection, reward systems, and task assignments; but in Argentina, China, or Mexico such participation may not be needed or wanted); and
(3) respecting local laws
MADM 701
flashcards
Decks in class (14)
# Cards
-
Chapter 13 - Effective Leadership Processes46
-
Chapter 14 - Great Leaders - An Evidence-Based Approach54
-
Chapter 11 - Groups and Teams61
-
Chapter 12 - Behavioral Performance Management41
-
Chapter 9 - Stress and Conflict75
-
Chapter 10 - Power and Politics73
-
Chapter 7 - Positive Organizational Behavior and Psychological Capital44
-
Chapter 8 - Communication and Decision Making43
-
Chapter 6: Motivational Needs, Processes, and Applications66
-
Chapter 5: Personality, Perception, and Employee Attitudes52
-
Chapter 4: Organizational Context: Reward Systems36
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Chapter 3: Organizational Context: Design and Culture33
-
Chapter 2: Environmental Context: Globalization, Diversity, and Ethics32
-
Chapter 1: Introduction to Organizational Behavior49
