Understanding Work Teams Prentice Hall 2001 Chapter 9

Understanding Work Teams Prentice Hall, 2001 Chapter 9 1

Why Have Teams Become So Popular? • Performance on complex tasks • Utilization of employee talents • Flexibility and responsiveness • Motivational properties Prentice Hall, 2001 Chapter 9 2

Comparing Work Groups and Work Teams Work Groups Share information Neutral (may be negative) Individual Random and varied Prentice Hall, 2001 Work Teams Goal Synergy Accountability Skills Chapter 9 Collective performance Positive Individual and mutual Complementary 3

Problem. Solving Self. Managed Types of Teams Cross. Functional Virtual Prentice Hall, 2001 Chapter 9 4

When Will Teams Outperform Individuals? Task Complexity Purpose and Goals Interdependence Prentice Hall, 2001 Chapter 9 5

Work Design Composition The Team Effectiveness Model Context Process Prentice Hall, 2001 Chapter 9 6

Work Design • Autonomy • Skill variety • Task identity • Task significance Prentice Hall, 2001 Chapter 9 7

Ability Roles and Diversity Personality Composition Preference for Teams Flexibility Prentice Hall, 2001 Size Chapter 9 8

Context • Reward systems • Adequate resources • Performance evaluation • Leadership and structure Prentice Hall, 2001 Chapter 9 9

Teamwork Processes Common Purpose Specific Goals Efficacy Social Loafing Conflict Prentice Hall, 2001 Chapter 9 10

Turning Individuals Into Team Players Selection Prentice Hall, 2001 Training Chapter 9 Rewards 11

Suggestions for Handling Difficult Team Members Type Behavior Hostile Response: “it’ll never work. ” “That’s a typical engineering viewpoint. ” “ How do others feel about this? ” or “ It seems that we have a different perspective on the details, but we agree on the principles. ” Know-It-All “I have a Ph. D. in Engineering, and. . Response: “Let’s review the facts. ” “Another noted authority on this subject has said. . . ” Loudmouth Response: Tries to dominate meetings by blurting out ideas / questions. Interrupt: “Can you summarize your main point? ” or “ I appreciate your comments but we should also hear from others. ” ©Prentice Hall, 2001 Chapter 9 12

Suggestions for Handling Difficult Team Members Type Interrupter Response: Non. Participant Hints: Latecomer Early Leaver Hints: Behavior Starts talking before others are finished. “ Wait a minute, Jim, let’s let Jane finish what she was saying. ” Reads other material, fidgets, shakes their head, but never makes a contribution. Ask them questions to determine their interest level. Try to draw them into discussion. Discuss your concerns alone. Ducks in and out of meeting; comes late, announces with regret that they must leave for another important activity. Schedule meetings at non-busy times & away from distractions; kitty. ” ©Prentice Hall, 2001 Establish a “latecomer’s Chapter 9 Hold to start and end times and 13 check with common offenders before meeting for conflicts.

Evaluation Dimensions for Team Members Needs Improvement Dimension Work Output meets Standard 1 Excellent 2 3 4 - Thoughts expressed clearly, concisely, on time, legible, complete and accurate. - Helps others with their work when done. Fragmented-outline only, illegible, incomplete, inaccurate, misspelled, untimely output Cooperation with others 1 2 Must have own way; unwilling to consider other ideas; inflexible ©Prentice Hall, 2001 5 Chapter 9 3 4 5 Actively encourages compromise; open-minded; listens to others; supports group goals; respects other’s views 14