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Copyright © 2005 South-Western. All rights reserved.3–3 Key Terms (cont’d) High-performing teams Excel in several categories of team effectiveness— performance, member satisfaction, team learning, outsider satisfaction Hot groups Refers to a state of mind that exists in groups or teams whose members are motivated to stretch themselves to new levels Class Notes: A Team Primer
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PowerPoint Presentation by Charlie Cook Copyright © 2005 South-Western. All rights reserved.
Module 3Making Teams Work
Copyright © 2005 South-Western. All rights reserved. 3–2
Key Terms• Working group
A small set of individuals who are aware of each other, interact with one another, and who have a sense of themselves together as a unit
• TeamHas all of the characteristics of a working group in
addition to having members working interdependently and being jointly accountable for performance goals
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–3
Key Terms (cont’d)• High-performing teams
Excel in several categories of team effectiveness—performance, member satisfaction, team learning, outsider satisfaction
• Hot groupsRefers to a state of mind that exists in groups or teams
whose members are motivated to stretch themselves to new levels
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–4
Key Terms (cont’d)• Teamwork
A set of values whereby members of some collective (a group, team, division, or organization) are encouraged to help one another, to listen and give feedback to others, and to provide support and recognition to others
• Team playerA member of some collective (a group, team, division,
or organization) who embodies teamwork values
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–5
Types of Teams• Quality circles (QCs)
Small groups of employees who get together to solve quality-related problems such as quality control, cost reduction, and production planning
• Cross-functional teamsConsist of members that represent multiple functions
within the firm, who work together to improve the coordination among functions in such areas as product development, process improvement, and allocation of resources
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–6
Types of Teams (cont’d)• Self-managed teams (autonomous work groups)
Make decisions and have the responsibility to hire members, allocate tasks and roles, determine work schedules and work flow, and handle disputes
• Office of the presidentThe set of executives who run a corporation—the
functional or divisional managers report directly to the CEO, manage internal operations, and help the CEO formulate strategy and manage external relations
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–7
Types of Teams (cont’d)• Transnational team
Composed of people from different countries whose activities cross multiple borders
• Virtual teamComposed of members who rely on electronic tools
such as e-mail, fax, voice mail, videoconferencing, and “virtual workspaces” to communicate with each other
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–8
Teams versus Individuals• Teams pro and con:
Teams promise greater competitiveness, faster decision making, fewer levels of hierarchy, greater commitment and quality, greater employee satisfaction
Teams may also be difficult to manage, evaluate, and support
• Creating teams requires investment in training and organizational design
• Work structured for individuals often takes less time and gives workers a greater sense of control
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–9
Teams versus Individuals (cont’d)• Use a team approach when
Work requires a range of different skills, views, or expertise
Different work components are highly interdependentSufficient time is available to organize and structure
team effortOrganizational reward structure and culture support a
team approach
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–10
Teams versus Individuals (cont’d)• Use a team approach when (cont’d)
Need is identified to build commitment to a course of action or set of decisions
Issues being worked on require refinementNeeds are high for innovation and coordinationMembers can be trusted not to purposefully obstruct
team’s efforts Individuals desire a team experience
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–11
Components of Team Effectiveness• Performance
How well team members produce output, measured in terms of quality, quantity, timeliness, efficiency, and innovation
• Member satisfactionHow well team members create a positive experience
through commitment, trust, and meeting individual needs
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–12
Components of Effectiveness (cont’d)• Team learning
How well team members can acquire new skills, perspectives, and behaviors as needed by changing circumstances
• Outsider satisfactionHow well team members meet the needs of outside
constituencies
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–13Figure 3.1
Model of Team Effectiveness
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–14
Team Operations• Internal team processes
The ways in which team members interact with each other to accomplish the task and to keep themselves together as a team
• Boundary managementThe way in which teams define their boundaries,
identify key external constituencies, and interact with those outsiders
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–15
Team Context• Organizational culture
The values and underlying assumptions of an organization communicated through symbols, stories, and rituals
• Team designThe way in which teams are put together, including
their composition, the nature of their task, and their structure
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–16
Team Context (cont’d)• Rewards
Formal and informal benefits given for individual and team performance act as a key determinant of how team members will interact with one another and those outside the team
Class Notes: A Team Primer
Copyright © 2005 South-Western. All rights reserved. 3–17
Overview• Team effectiveness is enhanced when team
members answer five important questions:1. Who are we?2. What do we want to accomplish?3. How can we organize ourselves to meet our goals?4. How will we operate?5. How can we continuously learn and improve?
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–18
I. Who Are We?• Team must begin by coming to terms with its
composition• To begin the process of getting to know each
other: Ask team members to share basic personal
information and previous team experience Discuss responses as a team Discuss how the team can capitalize on similarities
and differences among team members
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–19
II. What Do We Want to Accomplish?• Team members must first agree on goals• Categories of team goals:
Performance—the team’s outputMember satisfaction—providing team members with a
positive experienceTeam learning—developing the team’s ability to
survive, improve, and adapt to changing circumstances
Outsider satisfaction—meeting the demands of, and pleasing, outside constituencies
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–20
III. How Can We Organize Ourselves?• Three major aspects are involved in organizing a
team:Creating a work structure requires that the team move
from the goals to the work that needs to be done to achieve those goals
Roles are specific activities taken on by particular individuals: facilitator, project manager, and boundary manager
Norms refer to expectations of acceptable behavior; they are unwritten rules enforced by team members
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–21
III. How Can We Organize (cont’d)• Teams must discuss and agree upon norms• Categories of norms:
Meeting norms—when, were, and how often to meetWorking norms—standards, deadlines, distribution of
effort and workCommunication norms—when communication should
take place and who is responsibleLeadership norms—whether a leader is neededConsideration norms—being considerate of members’
comfort with smoking, swearing, etc.
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–22
IV. How Will We Operate?• When planning an agenda:
Write down the major items that the team wishes to tackle
Ensure that all team members have the opportunity to contribute
Clarify what the team wants to accomplish for each item—discussion, brainstorming, making a decision, taking action, etc.
Prioritize items and allocate time to eachLeave time at the end to discuss how the meeting went
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–23
V. How Can We Learn and Improve?• When giving feedback, describe problem and
how it affects you and the team• Feedback should:
Be specific, not generalDescribe behavior, not judge the personStart with the word I, not the word you (to avoid
blaming)Be timely
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–24
V. How Can We Learn (cont’d)• When assessing yourself or the team, ask these
questions:Goals—Are my and our goals being met?Roles and structure—What are our roles? What works
or doesn’t work in our team structure?Process—How effectively do we make decisions and
resolve conflict?Plans to change—How can we improve any of these
areas?
Handbook
Copyright © 2005 South-Western. All rights reserved. 3–25
Individual Analysis of TeamStep 1: Collect Some DataStep 2: Find an Efficient Way to Present DataStep 3: Analyze the Team’s Internal ProcessStep 4: Analyze Your Own BehaviorStep 5: Provide Suggestions for What the Team
Can Do to Improve Its PerformanceStep 6: Provide Suggestions for How the Team
Can Change
Handout 3.2