PowerPoint Presentation by Charlie Cook The University of West Alabama Copyright © 2006 Thomson Business and Economics. All rights reserved. Class #3 MGMT

PowerPoint Presentation by Charlie CookThe University of West Alabama

Copyright © 2006 Thomson Business and Economics.All rights reserved.

Class #3Class #3MGMT 300MGMT 300Sections E Sections E and Fand F

10–2Copyright © 2006 Thomson Business and Economics. All rights reserved.

Agenda and AnnouncementsAgenda and Announcements

• Agenda– Teams and Team Leadership Open Discussion – Review Chapter 10– Review “The Team That Wasn’t” Case– Open Questions and Discussion

• Announcements:– Everyone Registered?– Web Problems Status– Information Page and Picture Upload– Homework and Grading– Developing Teams on Thursday…


Establishing Teams - ThursdayEstablishing Teams - Thursday

• Max 8 Teams in the Class (4-6 people per team)• Avoid Existing Friend Groups• Meeting Time Best Team Selection?

– M/W Afternoons– T/TH Afternoons– Weekday Evenings– Before Class– After Class– Weekends– Flexible

• Other Team Selection Processes?

PowerPoint Presentation by Charlie CookThe University of West Alabama

Copyright © 2006 Thomson Business and Economics.All rights reserved.

Chapter 10Chapter 10

Team Team LeadershipLeadership


Lesson of the GeeseLesson of the Geese

• As each bird flaps its wings, it creates uplift for the bird following. By flying in a V formation, the flock’s flying range is 71 percent greater than if each bird flew on its own.

– Lesson: Teams can get where they are going quicker and easier. Diversity of ideas, different experiences and brainstorming all are more creative processes that result in better outcomes – creativity, quality, speed.

• Whenever a goose falls out of formation, it suddenly is affected by the drag and resistance of trying to go it alone and quickly gets back into formation to take advantage of the lifting power of the bird immediately in front.

– Lesson: A common goal provides strength, power, and safety in numbers.• When the lead goose gets tired, it falls back into the formation and

another goose flies point.– Lesson: It pays to take turns doing the hard jobs.

• The geese toward the back honk to encourage those up front to keep up their speed.

– Lesson: We all need to be encouraged with active support and praise.• When a goose gets sick or is wounded and falls out, two geese fall out of

formation and follow the first one down. They stay with the downed goose until the crisis resolves, and then they launch out on their own to catch up with their group or join another formation.

– Lesson: We must stand by each other in times of need.


Group and Teams and PerformanceGroup and Teams and Performance

• Group– Two or more members with a clear leader who

perform independent jobs with individual accountability, evaluation, and rewards. Author defines as a “formal” organization.

• Team– A small number of members with shared

leadership who perform interdependent jobs with both individual and group accountability, evaluation, and rewards.

Don’t Get Hung Up on Group vs. Team

No One Else Does


Groups versus TeamsGroups versus Teams

Exhibit 10–1

TEAMS CAN ALSO HAVE SPONSORS, STEERING GROUPS, BOARDS, etc. THAT THEY ARE ACCOUNTABLE TO FOR RESULTS.

SELF MANAGED GROUP“SPONSORED” TEAM


Group & Team Performance ModelGroup & Team Performance Model

Exhibit 10–2

KEY ITEMS ARE: ORGANIZATIONAL SUPPORT (ORG. CONTEXT) TEAM MEMBER TIME AVAILABILITY (PROCESS) TEAM LEADER SKILLS AND RESPECT (PROCESS) TEAM SELF-SATISFACTION & ENTHUSIASM (PROCESS)


Group and Team TypesGroup and Team Types

• Formal Groups/Teams– Recognized (and established) by the

organization.

• Informal Groups/Teams– Self-formed, not officially recognized by the

organization. An example is….

• Functional Groups/Teams– Members from a limited organizational area.

• Cross-Functional Groups/Teams– Members from different organizational areas

and/or levels.

SOME EXAMPLES ARE:


Functional and Cross-Functional GroupsFunctional and Cross-Functional Groups

Exhibit 10–3

“TASK FORCE” SHOWS THE VARIOUS MEMBERS


Group/Team Size, Structure, Composition, and LeadershipGroup/Team Size, Structure, Composition, and Leadership

Groups tend to be larger than teams

Teams tend to have few members

Groups are more formal and tend toward autocratic

leadership???????

Teams are informal and tend to have participative

leadership

Members should be diverse and have

complementary skills

Diverse teams outperform homogeneous groups

LeadershipLeadershipand Structureand Structure

Group Group CompositionComposition

Number in Number in GroupGroup

Groups have broadly-defined (organizational)

objectives

Teams or their sponsors develop their own

objectives

Leadership Leadership andand

ObjectivesObjectives

Project & Cross-Functional Teams: “Supervised” Work Groups:


Dimensions of Group & Team StructureDimensions of Group & Team Structure

Exhibit 10–4


Group & Team Performance ModelGroup & Team Performance Model

Exhibit 10–2

KEY ITEMS ARE: ORGANIZATIONAL SUPPORT (ORG. CONTEXT) TEAM MEMBER TIME AVAILABILITY (PROCESS) TEAM LEADER SKILLS AND RESPECT (PROCESS) TEAM SELF-SATISFACTION & ENTHUSIASM (PROCESS)


Group and Team ProcessGroup and Team Process

• Group Process– The patterns of interactions that emerge as

members perform their jobs.

• Group Process Dimensions– Include roles, norms, cohesiveness, status,

decision making, and conflict resolution.


Group and Team Process (cont’d)Group and Team Process (cont’d)

• Group Roles– Task roles

• Members who do and say things that directly aid the accomplishment of the group’s objectives.

– Maintenance roles• Members who do and say things to develop and

sustain the group process.

– Self-interest roles• Members who do and say things to hurt the group

and help the themselves.


Dimensions of Group and Team ProcessDimensions of Group and Team Process

Exhibit 10–5



Group Process (cont’d)Group Process (cont’d)

• Group Norms

– The group’s shared expectations of its members’ behavior.

– Norms develop spontaneously through the interactions of group members.

– Compliance with norms is enforced by the group.

– Leaders should work toward maintaining and developing positive norms.

WHAT ARE OUR CLASSROOM GROUP NORMS? – CREATE LIST



• Group Cohesiveness– The extent to which members stick together.– Factors positively influencing cohesiveness:

• Agreement with and commitment to objectives

• Small size

• Homogeneity among group members

• Equal level of member participation

• Focus on external competition

• A successful group

“Team Together – Team Apart”



• Status within the Group– Status is the perceived ranking of one member

relative to other members in the group.• Based on performance, job title, wage or salary,

seniority, knowledge or expertise, interpersonal skills, etc.

– High status members have a strong influence on the group and its performance.



Stages of Group AND TEAM Development and Styles of Leadership

Stages of Group AND TEAM Development and Styles of Leadership

1.OrientationAutocratic leadership

1.OrientationAutocratic leadership

2.DissatisfactionConsultative leadership

2.DissatisfactionConsultative leadership

3.ResolutionParticipative leadership

3.ResolutionParticipative leadership

4.ProductionEmpowerment leadership

4.ProductionEmpowerment leadership

5.Termination5.Termination


Stages of Group Development and Leadership StylesStages of Group Development and Leadership Styles

Exhibit 10–6Source: Adapted from D. Carew, E. Carew, and K. Blanchard, “Group Development and Situational Leadership,” Training & Development ( June 1986), p. 48.

Stages of Group Development

Leadership Styles

(forming) (storming) (norming) (performing)


Developing INDIVIDUALS INTO Groups AND Teams

Developing INDIVIDUALS INTO Groups AND Teams

• Training– Train the group in group process skills.

• The Management Functions– Planning: empower members to set objectives, develop

plans, and make decisions. PROVIDE BOUNDARIES

– Organizing and Staffing: have members participate in selecting, evaluating, and rewarding members.

– Leading: develop team leaders who can change leadership styles as the group develops.

– Controlling: have members monitor progress, take corrective action, and perform quality control.


Leadership Skills for MeetingsLeadership Skills for Meetings

• Planning Meetings– Objectives

– Participants and Assignments

– Agenda

– Date, Place and Time

– Leadership

– Technology

– Project Plan & Project Plan & StatusStatus

• Conducting Meetings– Three Parts of

Meetings• Identify Objectives

• Cover agenda items

• Summarize and review assignments

– “PAL”

• Purpose

• Agenda

• Length


Leadership Skills for Meetings (cont’d)Leadership Skills for Meetings (cont’d)

• Handling Problem Members– Silent Type

– Talker

– Wanderer

– Bored Member

– Arguer



The Team That Wasn’tThe Team That Wasn’t

1. What Elements of Organizational Context Influenced the Team?

2. What Elements of Group Structure Influenced the Team?

3. What Elements of Group Process Influenced the Team?

4. What stage is this Group in?

5. If you were Eric, what 2-3 things would you do now?

6. What are the risks and rewards of your actions from # 5?

7. If you were Ray, Maureen or Carl, what could you do differently?

8. What could Jack have done differently?


ClosingClosing

• Questions on Material?

• Questions on Assignments, Book, Grading, etc.?

Documents

PowerPoint Presentation by Charlie Cook The University of West Alabama Copyright © 2006 Thomson Business and Economics. All rights reserved. Class #3 MGMT