10 Chapter Understanding Groups and Managing Work Teams

10 Chapter Understanding Groups and Managing Work Teams Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall.

Learning Outcomes • Define a group and describe the stages of group development • Describe the major concepts of group behavior • Discuss how groups are turned into effective teams • Discuss contemporary issues in managing teams Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -2

What Is a Group? • Group – Two or more interacting and interdependent individuals who come together to achieve specific goals Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -3

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -4

What Are the Stages of Group Development? • Forming Stage – The first stage of group development in which people join the group and then define the group’s purpose, structure, and leadership • Storming Stage – The second stage of group development, which is characterized by intragroup conflict Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -5

Group Development Stages (cont. ) • Norming Stage – The third stage of group development, which is characterized by close relationships and cohesiveness • Performing Stage – The fourth stage of group development, when the group is fully functional and works on the group task Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -6

Group Development Stages (cont. ) • Adjourning Stage – The final stage of group development for temporary groups, during which groups prepare to disband Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -7

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -8

What Are the Major Concepts of Group Behavior? • Role – Behavior patterns expected of someone who occupies a given position in a social unit • Norms – Standards or expectations that are accepted and shared by a group’s members Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -9

What Is Status and Why Is It Important? • Status – A prestige grading, position, or rank within a group Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -10

Does Group Size Affect Behavior? Large Groups – are good for gaining diverse input Small Groups – Are typically faster at implementation • Social Loafing – The tendency for individuals to expend less effort when working collectively than when working individually Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -11

How Are Groups Turned into Effective Teams? • 80 percent of Fortune 500 use teams • Teams typically outperform individuals when the tasks require multiple skills, judgment, and experience • Work Teams – Groups whose members work intensely on specific, common goals using their positive synergy, individual and mutual accountability, and complementary skills Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -12

Types of Work Teams • Problem-Solving Teams – A team from the same department or functional area that’s involved in efforts to improve work activities or to solve specific problems • Self-Managed Work Team – A type of work team that operates without a manager and is responsible for a complete work process or segment Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -13

Types of Teams (cont. ) • Cross-Functional Team – Teams made up of individuals from various departments and that cross traditional departmental lines • Virtual Team – A type of work team that uses technology to link physically dispersed members in order to achieve a common goal Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -14

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -15

WHAT FACTORS MAKE A TEAM EFFECTIVE? • Adequate Resources – the team’s ability is reduced without adequate resources • Team Leadership and Structure – all members contribute in the work • Trust – Team members must trust each • Performance Evaluation and Reward System – Members have to be accountable both individually and jointly Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -16

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -17

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall. 9 -18