Final PaperIn preparation for your research, select an individua

Final Paper
In preparation for your research, select an individual currently
in a leadership position. The person must be responsible in
some capacity for other employees, and the person must be an
individual that can be researched.
Overview
In your overview of the leader, include:
· The leader’s name and title.
· His or her specific role or position and responsibilities.
· The name, industry, and description of the organization,
including the culture of the organization.
· The length of time the leader has been in his or her current
position.
· A brief history of the leader’s background and career path to
his or her present day leadership position.
Analysis
Your analysis should:
· Describe, assess, and analyze the person’s leadership style. Be
sure to provide specific examples.
· Identify and describe three significant challenges they faced as
a leader.
· Identify and describe their greatest achievement, to date, as a
leader.
· Apply and correctly cite a minimum of three leadership
concepts from the course to this leader’s roles and
responsibilities within the organization, their relationships with
others, etc.
· Use these concepts to help describe the person’s leadership
style and assess what makes it effective or ineffective.
· Reflect on what you learned about leadership from your
research.
· Reflect on the implications for your personal leadership style.
Writing the Final Paper:
The Final Paper:

· Must be eight to ten double-spaced pages in length (excluding
the title and reference pages) and formatted according to APA
style as outlined in the Writing Center.
· Must include a title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must begin with an introductory paragraph that has a succinct
thesis statement.
Text
Warrick, D. D. (2016). Leadership: A high impact approach.
Bridgepoint Education.
· This text is a Constellation™ course digital materials (CDM)
title.
Articles
· Hourston, R. (2013, April 24). 7 steps to a truly effective
leadership style (Links to an external site.). Forbes. Retrieved
from http://www.forbes.com/sites/womensmedia/2013/04/24/7-
steps-to-a-truly-effective-leadership-style/
· McWilliams, Margaret A. (2007, Jul-Aug). A leadership
competency model: Guiding the NAON process. Orthopedic
Nursing . 26:4, 211-213. Retrieved from the Ebscohost
database.
· SHRM. (2008). Leadership competencies (Links to an external
site.). Retrieved from
https://www.shrm.org/resourcesandtools/hr-topics/behavioral-
competencies/leadership-and-
navigation/pages/leadershipcompetencies.aspx
· Snaiderbaur, S. (2012). Symphonic leadership: A model for
the global business environment. The ISM Journal of
International Business, 1(4), 17,1H-7H. Retrieved from the
ProQuest database
Multimedia
· TED (Producer). (2010). TedTalks: Sheryl Sandberg- Why we

have too few women leaders (Links to an external site.)[Video
file]. Retrieved from the Films On Demand database.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NRNP_6645_Week9_Assignment_Rubric
Grid ViewList View
Excellent
90%–100%
Good
80%–89%
Fair
70%–79%
Poor
0%–69%
Succinctly, in 1–2 pages, address the following:
•Briefly explain the neurobiological basis for PTSD illness.

Points:
Points Range:
14 (14%) - 15 (15%)
The response includes an accurate and concise explanation of
the neurobiological basis for PTSD illness.
Feedback:
Points:

Points Range:
12 (12%) - 13 (13%)
The response includes an accurate explanation of the
neurobiological basis for PTSD illness.
Feedback:
Points:

Points Range:
11 (11%) - 11 (11%)
The response includes a somewhat vague or inaccurate
explanation of the neurobiological basis for PTSD illness.
Feedback:
Points:

Points Range:
0 (0%) - 10 (10%)
The response includes a vague or inaccurate explanation of the
neurobiological basis for PTSD illness. Or, response is missing.
Feedback:
• Discuss the DSM-5 diagnostic criteria for PTSD and relate
these criteria to the symptomology presented in the case study.
Does the video case presentation provide sufficient information
to derive a PTSD diagnosis? Justify your reasoning. Do you
agree with the other diagnoses in the case presentation? Why or
why not?

Points:
Points Range:
23 (23%) - 25 (25%)
The response includes an accurate and concise description of
the DSM-5 diagnostic criteria for PTSD and an accurate
explanation of how they relate to the symptomology presented
in the case study.
The response includes a concise explanation of whether the case
provides sufficient information to derive the PTSD and other
diagnoses. Justification demonstrates strong diagnostic
reasoning and critical thinking skills.
Feedback:

Points:
Points Range:
20 (20%) - 22 (22%)
The response includes an accurate description of the DSM-5
diagnostic criteria for PTSD and an adequate explanation of
how they relate to the symptomology presented in the case
study.
The response includes an explanation of whether the case

diagnoses. Justification demonstrates adequate diagnostic
Feedback:
Points:
Points Range:
18 (18%) - 19 (19%)

description of the DSM-5 diagnostic criteria for PTSD and a
somewhat vague or inaccurate explanation of how they relate to
the symptomology presented in the case study.
The response includes a vague or inaccurate explanation of
whether the case provides sufficient information to derive the
PTSD and other diagnoses. Justification demonstrates somewhat
inadequate diagnostic reasoning and critical thinking skills.
Feedback:
Points:
Points Range:
0 (0%) - 17 (17%)

The response includes a vague or inaccurate description of the
DSM-5 diagnostic criteria for PTSD and a vague or inaccurate
in the case study. Or, response is missing.
PTSD and other diagnoses. Justification demonstrates poor
diagnostic reasoning and critical thinking skills. Or, response is
missing.
Feedback:
• Discuss one other psychotherapy treatment option for the
client in this case study. Explain whether your treatment option
is considered a “gold standard" treatment from a clinical
practice guideline perspective, and why using gold standard,

evidence-based treatments from clinical practice guidelines is
important for psychiatric-mental health nurse practitioners.
Points:
Points Range:
27 (27%) - 30 (30%)
one other psychotherapy treatment option for the client in this
case study.
The response clearly and concisely explains whether the
recommended treatment option is a "gold standard" treatment
and why using gold standard, evidence-based treatments from
clinical practice guidelines is important for PMHNPs.

Feedback:
Points:
Points Range:
24 (24%) - 26 (26%)
The response includes an accurate explanation of one other
psychotherapy treatment option for the client in this case study.

The response adequately explains whether the recommended
treatment option is a "gold standard" treatment and why using
gold standard, evidence-based treatments from clinical practice
guidelines is important for PMHNPs.
Feedback:
Points:
Points Range:
21 (21%) - 23 (23%)

The response includes a somewhat vague or incomplete
explanation of one other psychotherapy treatment option for the
client in this case study.
The response provides a somewhat vague or incomplete
explanation of whether the recommended treatment option is a
"gold standard" treatment and why using gold standard,
important for PMHNPs.
Feedback:
Points:

Points Range:
0 (0%) - 20 (20%)
The response includes a vague and inaccurate explanation of
case study, or the treatment option is innappropriate. Or,
response is missing.
The response provides a vague or incomplete explanation of
whether the recommended treatment option is a "gold standard"
treatment and why using gold standard, evidence-based
treatments from clinical practice guidelines is important for
PMHNPs. Or, response is missing.
Feedback:
· Support your approach with specific examples from this
week's media and at least three peer-reviewed, evidence-based

sources. PDFs are attached.
Points:
Points Range:
14 (14%) - 15 (15%)
The response is supported by specific examples from this
sources from the literature that provide strong support for the
rationale provided. PDFs are attached.
Feedback:

Points:
Points Range:
12 (12%) - 13 (13%)
The response is supported by examples from this week's media
and three peer-reviewed, evidence-based sources from the
literature that provide appropriate support for the rationale
provided. PDFs are attached.
Feedback:

Points:
Points Range:
11 (11%) - 11 (11%)
and two or three peer-reviewed, evidence-based sources from
the literature. Examples and resources selected may provide
only weak support for the rationale provided. PDFs may not be
attached.
Feedback:

Points:
Points Range:
0 (0%) - 10 (10%)
The response is supported by vague or inaccurate examples
from the week's media and/or evidence from the literature, or is
missing.
Feedback:

Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction is provided which delineates all
required criteria.
Points:
Points Range:
5 (5%) - 5 (5%)

Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and
conclusion are provided that delineates all required criteria.
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)

continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment are
stated, yet are brief and not descriptive.
Feedback:
Points:
Points Range:

3.5 (3.5%) - 3.5 (3.5%)
continuity, and clarity 60%–79% of the time.
vague or off topic.
Feedback:
Points:

Points Range:
0 (0%) - 3 (3%)
continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion were
provided.
Feedback:
Written Expression and Formatting - English writing
standards:
Correct grammar, mechanics, and proper punctuation

Points:
Points Range:
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no
errors.
Feedback:

Points:
Points Range:
4 (4%) - 4 (4%)
Contains 1 or 2 grammar, spelling, and punctuation errors.
Feedback:

Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Feedback:

Points:
Points Range:
0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, parenthetical/in-text citations, and
reference list.

Points:
Points Range:
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Feedback:

Points:
Points Range:
4 (4%) - 4 (4%)
Contains 1 or 2 APA format errors.
Feedback:

Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Feedback:
Points:

Points Range:
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Feedback:
Show Descriptions

Show Feedback
•Briefly explain the neurobiological basis for PTSD illness.--
Levels of Achievement:
Excellent
90%–100%
14 (14%) - 15 (15%)
the neurobiological basis for PTSD illness.
Good
80%–89%
12 (12%) - 13 (13%)
The response includes an accurate explanation of the
neurobiological basis for PTSD illness.
Fair

70%–79%
11 (11%) - 11 (11%)
explanation of the neurobiological basis for PTSD illness.
Poor
0%–69%
0 (0%) - 10 (10%)
The response includes a vague or inaccurate explanation of the
neurobiological basis for PTSD illness. Or, response is missing.
Feedback:
• Discuss the DSM-5 diagnostic criteria for PTSD and relate

why not?--
Excellent
90%–100%
23 (23%) - 25 (25%)
The response includes an accurate and concise description of
the DSM-5 diagnostic criteria for PTSD and an accurate
in the case study.
The response includes a concise explanation of whether the case
diagnoses. Justification demonstrates strong diagnostic
reasoning and critical thinki ng skills.
Good
80%–89%
20 (20%) - 22 (22%)

The response includes an accurate description of the DSM-5
diagnostic criteria for PTSD and an adequate explanation of
how they relate to the symptomology presented in the case
study.
The response includes an explanation of whether the case
diagnoses. Justification demonstrates adequate diagnostic
Fair
70%–79%
18 (18%) - 19 (19%)
description of the DSM-5 diagnostic criteria for PTSD and a
somewhat vague or inaccurate explanation of how they relate to
the symptomology presented in the case study.
PTSD and other diagnoses. Justification demonstrates somewhat
inadequate diagnostic reasoning and critical thinki ng skills.

Poor
0%–69%
0 (0%) - 17 (17%)
The response includes a vague or inaccurate description of the
DSM-5 diagnostic criteria for PTSD and a vague or inaccurate
explanation of how they relate to the symptomolog y presented
in the case study. Or, response is missing.
PTSD and other diagnoses. Justification demonstrates poor
diagnostic reasoning and critical thinking skills. Or, response is
missing.
Feedback:

• Discuss one other psychotherapy treatment option for the
is considered a “gold standard" treatment from a clinical
important for psychiatric-mental health nurse practitioners.--
Excellent
90%–100%
27 (27%) - 30 (30%)
case study.
The response clearly and concisely explains whether the
recommended treatment option is a "gold standard" treatment
and why using gold standard, evidence-based treatments from
clinical practice guidelines is important for PMHNPs.
Good
80%–89%
24 (24%) - 26 (26%)

The response includes an accurate explanation of one other
psychotherapy treatment option for the client in this case study.
The response adequately explains whether the recommended
treatment option is a "gold standard" treatment and why using
gold standard, evidence-based treatments from clinical practice
guidelines is important for PMHNPs.
Fair
70%–79%
21 (21%) - 23 (23%)
The response includes a somewhat vague or incomplete
explanation of one other psychotherapy treatment option for the
client in this case study.
The response provides a somewhat vague or incomplete
explanation of whether the recommended treatment option is a
"gold standard" treatment and why using gold standard,
important for PMHNPs.

Poor
0%–69%
0 (0%) - 20 (20%)
The response includes a vague and inaccurate explanation of
case study, or the treatment option is innappropriate. Or,
response is missing.
The response provides a vague or incomplete explanation of
whether the recommended treatment option is a "gold standard"
treatment and why using gold standard, evidence-based
treatments from clinical practice guidelines is important for
PMHNPs. Or, response is missing.
Feedback:
· Support your approach with specific examples from this

sources. PDFs are attached.--
Excellent
90%–100%
14 (14%) - 15 (15%)
The response is supported by specific examples from this week's
media and at least three peer-reviewed, evidence-based sources
from the literature that provide strong support for the rationale
Good
80%–89%
12 (12%) - 13 (13%)
and three peer-reviewed, evidence-based sources from the
literature that provide appropriate support for the rationale
Fair

70%–79%
11 (11%) - 11 (11%)
and two or three peer-reviewed, evidence-based sources from
the literature. Examples and resources selected may provide
only weak support for the rationale provided. PDFs may not be
attached.
Poor
0%–69%
0 (0%) - 10 (10%)
The response is supported by vague or inaccurate examples
from the week's media and/or evidence from the literature, or is
missing.
Feedback:

Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction is provided which delineates all
required criteria.--
Excellent
90%–100%
5 (5%) - 5 (5%)
continuity, and clarity.
A clear and comprehensive purpose statement, introductio n, and
conclusion are provided that delineates all required criteria.
Good
80%–89%

4 (4%) - 4 (4%)
continuity, and clarity 80% of the time.
stated, yet are brief and not descriptive.
Fair
70%–79%
3.5 (3.5%) - 3.5 (3.5%)
continuity, and clarity 60%–79% of the time.
vague or off topic.
Poor
0%–69%
0 (0%) - 3 (3%)

continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion were
provided.
Feedback:
Written Expression and Formatting - English writing standards:
Correct grammar, mechanics, and proper punctuation--
Excellent
90%–100%
5 (5%) - 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.
Good
80%–89%
4 (4%) - 4 (4%)
Fair
70%–79%
3.5 (3.5%) - 3.5 (3.5%)
Poor
0%–69%
0 (0%) - 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, parenthetical/in-text citations, and
reference list.--
Excellent
90%–100%
5 (5%) - 5 (5%)
Uses correct APA format with no errors.

Good
80%–89%
4 (4%) - 4 (4%)
Fair
70%–79%
3.5 (3.5%) - 3.5 (3.5%)
Poor
0%–69%
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.

Feedback:
Total Points: 100
Name: NRNP_6645_Week9_Assignment_Rubric
Transcript for Presentation Example: Posttraumatic disorder
(PTSD) and video Link Below
welcome to my scientifically informed
insider look at mental health topics if
you find this video to be interesting or
helpful please like it and subscribe to
my channel oh this is dr. Grande today's
question is can I analyze a presentation
example for post-traumatic stress
disorder
specifically, can I look at an example
where the trauma did not seem to be
congruent with the development of the

disorder so another way of putting that
is the trauma didn't really seem that
severe when it happened yet it's still
led to post-traumatic stress disorder so
when I use the term presentation example
what I'm talking about is a situation
where a mental health therapist like a
counselor wants to take the information
from a client's case from a client's
presentation and produce a report from
that so this is also called a
presentation analysis case analysis or a
case study after the clinician obtains
consent they produce this report but
they change a lot of the identifying
information not only the client’s name
but a lot of other information but the
idea here is that the clinical essence
of the case remains unchanged so we can
learn something from it as clinicians
and as people that are not clinicians
but we still don't know who it is right
doesn't have identifying information
about the client typically these are
used in training other types of
education conferences and sometimes
these case reports are published the
presentation example I'm using here did
come from a published study and I'll put
the reference to this article in the
description for this video this is an
interesting presentation example it's of
an eight-year-old boy I'll call him Joe
this takes place in the United Kingdom
this is a good example of how a
traumatic event might not seem severe

but how it's the interpretation that can
lead to post-traumatic stress disorder
it's also a good example of how trauma
focused cognitive therapy can be used to
treat post-traumatic stress disorder one
of the mysteries of post-traumatic
stress disorder is why does it tend to
form in some people who have relatively
minor of
massacre when it might not form and
other people have really serious events
occur right so for example a severe
motor vehicle accident compared to a
minor motor vehicle accident and that's
what we're talking about here in this
case a minor motor vehicle accident well
we learn here of course is it's not just
the severity of the traumatic event that
matters there are a number of other
factors that have to be weighed in
genetic factors environmental factors
prior experiences cognitive processing
and what was perceived during the event
so first I'll review Joe's history then
take a look at trauma focused cognitive
therapy and then look at the course of
treatment in this case so again Joe is 8
years old he lives with his father and
two older siblings Joe's father takes
care of the three children alone as his
wife left him many years ago Joe's
father has a physical disability but no
history of mental health conditions now
taking a look specifically at the
traumatic event I mentioned it was a
minor motor vehicle accident we see that

Joe was riding home as a passenger in
the front seat of his father's car his
father was driving they were coming back
from soccer practice and his father
entered into a traffic circle in this
case it was a five-way intersection the
father slows down as he sees another
vehicle in the circle so he has to yield
to that vehicle because either the
vehicle has the right of way
and as the father slows down the vehicle
behind him runs into the rear of his
vehicle the guy behind him was driving
too fast not paying attention whatever
was going on there but again he drove
into Joe's father's car so Joe was not
hurt at all Joe's father sustained a
minor injury to his knee because it hit
the steering column there was no airbag
deployment the vehicle is only
cosmetically damaged and it was drivable
immediately after the collision
evidently when Joe's father exited the
vehicle to talk to the driver that hit
them an argument ensued and the other
driver threatened Joe's father with
physical harm so Joe's father got back
into the vehicle and drove away from the
scene but the other driver pursued them
before eventually breaking off the
pursuit by pulling over on
the road Joe's father waited till they
arrived home before he called the police
shortly after this event Joe was taken
in to receive mental health care he
presented with intrusive memories of the

accident and the subsequent pursuit he
did not seem to understand the incent
but he did understand that was an
accident
and the car was slightly damaged and he
also understood that the other driver
chased him and his father Joe we become
very anxious when presented with
anything that reminded him of the
accident the stretcher Road word
occurred stories on television related
to car accidents the type of vehicle
that hit them and talking about the
insect Joe had trouble sleeping it took
him a few hours to get to sleep and had
to go to sleep in the same room as his
dad to fall asleep he also had a lot of
nightmares
he became physically aggressive in
school and at home at school he was
engaging in outburst in the middle of
class it was one incident where he
turned over tables and threw trash all
around the classroom and apparently this
was pretty frightening to the school
staff and to his fellow students at home
he was fighting with older siblings and
was set off by the slightest
provocations in addition to meeting the
criteria for post-traumatic stress
disorder Joe had significant comorbidity
including oppositional defiant disorder
conduct disorder that's really uncommon
that both of those diagnoses would be
given he also had major depressive
disorder attention deficit hyperactivity

disorder ADHD separation anxiety
disorder and one specific phobia spiders
the only diagnoses that were of concern
before the incident would be the ADHD
and the fear of spiders all the other
diagnoses were given after the event
that's a lot of mental disorders to be
diagnosed with that quickly I'll talk
about this a little later specifically
at the post-traumatic stress disorder, we
see Joe had symptoms of hyper or
avoidance and intrusive thoughts he also
had a disorganized understanding of the
event and didn't really seem to be able
to discuss the incident so now take a
look at the trauma focused cognitive
therapy a key concept of this therapy
when talking about PTSD
is the nature of the traumatic memory
not so much what happened but again the
properties of the actual memory it's
considered to be critical to the
development of PTSD individuals with
PTSD often struggle to retrieve
information about the event when they do
recall information it's often fragmented
and disorganized as I mentioned this is
something of course we see specifically
in this case with Joe another important
concept is the idea of maladaptive
appraisals so an individual PTSD is
unable to accurately assess the event
and the idea that the event was time
limited so they don't really understand
that the event is in the past but it's
over this leads to the sense that

there's some sort of current threat
right again so the traumatic event is
not just in the past but it's happening
right now, in some way or it may happen
right now, in some way to address these
concepts and the other factors we see
around PTSD trauma focused cognitive
therapy focuses on the 3ms of PTSD
memories
distorted memory representations
meanings the maladaptive cognitive
appraisals and management this is
working on the difficulty we see with
coping with feelings and thoughts and
perceptions so now moving to the course
of treatment we see in this case of Joe
the treatment team explained to Joe how
the treatment was supposed to work so
they explained the three M's and all the
other information about trauma focused
cognitive therapy we see that Joe's
father joined him for the early sessions
this kind of makes the client more
comfortable in the case of Joe it
certainly, did these initial sessions had
a lot of normalizing of the response to
the event so anybody would be distressed
if they are in a car accident and
pursued by the person that hit them
there was a lot of rapport building they
made it clear to Joe that he had
permission to talk about the event which
I think seems particularly bored in this
case because again he had difficulty
really expressing thoughts or feelings
around the incident they also gave him

permission to talk about the symptoms
and they discussed the incident in a
calm and safe way kind of setting at
for joe tafolla trying to really make
this a little bit less emotional for Joe
Joe was encouraged to recognize his
emotions to express his emotions and to
manage the more extreme emotional
reactions some relaxation techniques
were used including progressive muscle
relaxation Joe was also instructed to
practice this at home so we see some
homework assigned which is actually
fairly common for all different types of
cognitive therapy we see the specific
cognitive distortion was identified
early on this is that Joe believed that
the world was a different place since
the accent in relation to him right so
he didn't fit in with the world in the
same way because of that accent
Joe was assigned a number of new
activities this is called behavioral
activation essentially, we see a series
of tasks that Joe and his father would
complete together for example they would
play soccer in the garden then in the
street and then play soccer in the park
the idea here was they're trying to move
Joe into other geographic areas and
increased the probability of contact
with his friends from these behavioral
activation exercises it became clear
that one of Joe's fears was that when he
was away from his father something bad
would happen to his father to alleviate

this fear they discussed with Joe how
his father - actually been a number of
altercations before this incident they
tried to sell this like Joe's father had
a lot of skill at surviving fights so it
always worked out okay for him because
he knew how to take care of himself I'm
not sure I would have gone with this
route right like telling Joe that his
father had been in a lot of fights and
kind of was a survivor it seems a little
unusual to me it's kind of introducing
new information that may have backfired
but we see in the case report that this
appears to have been effective again
maybe not something I would have done
but a kind of maneuver that seemed to
work in this case Joe also incorrectly
believed that his father was still
suffering from the injuries that
occurred in the accent what we see is
that Joe became more alert about
behavior as his father already engaged
in for example taking medication the
father already did this right
early but now, Joan noticed it and
attributed this behavior to the accent
so, Joe had a lot of blanks in terms of
understanding what happened and he
tended to fill in those blanks with the
worst case scenario the treatment team
kind of created a game for Joe to
address this making him the detective
who is responsible to find evidence and
fill in those blanks so unlike that
other technique of talking about all

these flights that the father had been
in I think this technique makes a lot of
sense
this one really, I think kind of empowers
Joe and allows him to use his creativity
and critical thinking skills to solve
problems that could help him move past
these symptoms so I really like this
technique in particular we see an
example of some of the blanks that Joe
had in terms of the narrative Joe
believed that immediately after the
accent that him and his father were both
severely injured so severely in fact he
believed they required immediate medical
treatment because they did not receive
treatment Joe felt that there must be
unresolved physical issues so he
believed that both him and his father
had physical problems as a result of
that accent but really it was a
cognitive distortion they did not have
any problems at the time that Joe was
receiving treatment so to address this
they talked with Joe about his
understanding what happened and in the
narrative we see that behind the vehicle
that hit Joe and his father there was an
ambulance the ambulance crew saw the
accident of course they were right
behind the vehicle to hit him as I
mentioned but then they drove past the
accent drove around the circle and came
back to make sure that no one was
injured to the degree where they would
need transportation to the hospital Joe

remembers seeing the ambulance twice
which is in fact what happened the
ambulance passed their position again
two times going past them and then
coming back the presence of that
ambulance led to this assumption by Joe
that he would need to be hospitalized
therefore, his injuries must have been
serious so again we kind of see how
these cognitive sources play out there
was information that was accurately
collected at the time by Joe but
incorrectly interpreted
the treatment team was able to spin this
around and paint another narrative I
thought this was also a good technique
they said clearly it was unlikely that
Joe and his father were severely injured
as evidenced by the ambulance crew
seeing them and continuing on so they
really took the same information but
interpreted more accurately and in a way
that was more helpful to treating Joe's
symptoms Joe made fairly good progress
as a result of therapy
there was this distress scale that they
used in therapy and went from 0 to 10
with 10 being the most distressed Joe
initially reported a score of 10 when
discussing the incident but by the time
he got to the end of therapy he was
reporting scores of 0 during all parts
of his narrative not just the parts
associated low distress but even the
parts that have been associated with a
high level distress my thoughts on this

presentation example this is an
interesting case we get to see as I
mentioned before how severity may be
important sometimes but it may not be
the most important thing for everybody
and it would also appear here that the
altercation was as traumatic as the
accent so I think that's what's really
interesting about this as well we see
this accent that was fairly minor right
Joe was uninjured but then we see this
pursuit and that as a separate incident
could be quite frightening and it's
really again how somebody perceives that
pursuit I think most people would have
been fairly alarmed when being chased by
another car but by the accident itself I
think most people would not have viewed
that as traumatic when these things
combined for Joe it did result again in
the development of post-traumatic stress
disorder
we're also left with the sense that if
Joe didn't realize that they were being
chased he would not have been
traumatized right so maybe the motor
vehicle accident really wasn't enough to
lead to PTSD but it was his
interpretation of that pursuit which of
course as I mentioned would have been
scary to anybody but if he was sitting
there and didn't know about it he may
not have had any reaction to it now
there's not a strategy that comes from
his of course there's no way to really
say hey let's ignore what's going on

right Joe's father couldn't have just
said Hey nothing's really happening here
not worry about it he had to acknowledge
what was going on and he was probably
scared himself but again it just points
back to how important perception is I
mentioned before that it seemed like Jo
was given a large number of diagnoses I
have to in some sense of course defer to
the people that treated him because they
actually, saw him and they put together
this case report but I can't help
thinking that it may have been more
useful to diagnose him just with
post-traumatic stress disorder and treat
that for a while
rather than stacking on a lot of
diagnoses the one that concerns me the
most of course is that conduct disorder
diagnosis conduct disorder carries a
stigma because about a third of
individuals diagnosed with it will go on
to develop antisocial personality so I
think I would have tried to avoid the
conduct disorder diagnosis especially
because the oppositional defiant
disorder was already diagnosed as I
mentioned before it's unusual to have
both of those diagnoses together usually
it's just one or the other of course
somebody can technically be diagnosed
with both but again this is somewhat
unusual and if you have the o DD
diagnosis there I don't really see the
urgency to go ahead and move forward
with conduct disorder but again that's

just my opinion for me in the case
report there's a lot of information of
course that would not be included there
of less concern but still somewhat
troubling is the diagnosis of major
depressive disorder this is an episodic
disorder that has a distinct course to
it somebody has a major depressive
episode then they usually recover some
degree and sometime later they have
another major depressive episode usually
sometimes there's one episode but
usually there's more than one so this
isn't something that we really think of
as being associated with a traumatic
event like a traumatic event occurs and
then immediately after that we see major
depressive disorder this is a disorder
where you would typically take a lot of
time before making the diagnosis watch
somebody for a while see if there's some
sort of change in their mood looks at the
level of depression and the level of
some of the other symptoms associate the
disorder so a little bit unusual I think
to jump right to major depressive
disorder as well so we see kind of I
think some unusual diagnostic behave
on the part of the clinicians not
necessarily technically incorrect but
just unusual I thought this presentation
example overall though was excellent and
demonstrating how trauma focused
cognitive therapy could be applied to a
real-life situation and how cognitive
distortions were highly problematic for

Joe and addressing those distortions
seemed to lead to a market improvement
PTSD and part is driven by individual
perceptions it's what people think of
those events that really matters at
least in some cases so I know whenever I
talk about topics like this like
post-traumatic stress disorder and I
look at these different presentation
examples there gonna be a variety of
opinions,
please put any opinions and
thoughts in the comment section
they always generate a really
interesting dialogue as always, I hope
you found this presentation example on
post-traumatic stress disorder and
trauma focused cognitive therapy to be
interesting thanks for watching
VIDEO LINK: https://youtu.be/RkSv_zPH-M4
Assignment: Posttraumatic Stress Disorder
It is estimated that more almost 7% of the U.S. population will
experience posttraumatic stress disorder (PTSD) in their
lifetime (National Institute of Mental Health, 2017). This
debilitating disorder often interferes with an individual’s ability
to function in daily life. Common symptoms of anxiousness and
depression frequently lead to behavioral issues, adolescent
substance abuse issues, and even physical ailments. For this

Assignment, you examine a PTSD video case study and consider
how you might assess and treat clients presenting with PTSD.
To prepare:
· Review this week’s Learning Resources and reflect on the
insights they provide about diagnosing and treating PTSD.
· View the media Presentation Example: Posttraumatic Stress
Disorder (PTSD) and assess the client in the case study.
· For guidance on assessing the client, refer to Chapter 3 of the
Wheeler text.
Note: To complete this Assignment, you must assess the client,
but you are not required to submit a formal comprehensive
client assessment.
The Assignment
· Briefly explain the neurobiological basis for PTSD illness.
· Discuss the DSM-5 diagnostic criteria for PTSD and relate
why not?
· Discuss one other psychotherapy treatment option for the
is considered a “gold standard treatment” from a clinical
important for psychiatric-mental health nurse practitioners.
·
Support your Assignment with specific examples from this
week’s media and at least three peer-reviewed, evidence-based
sources. Explain why each of your supporting sources is

considered scholarly. Attach the PDFs of your sources.
7 Teamwork and Group Skills
iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
•
Recognizetheimportantroleleadershipplaysinguidingconstructive
teamsandgroups.
• Evaluatetypesofteamsandvariousbackgroundfactors.
•
Respondtoeachstageofteamdevelopmentandotherteamprocesses.
• Utilizeasystemsapproachtoteamwork.
• Understandhowtobuildandguidehigh-performanceteams.
war82476_07_c07_207-242.indd 207 3/3/16 11:34 AM
Introduction
Introduction
What does NASCAR racing have in common with book
publishing? Both rely on teams and
groups to successfully complete their tasks. As NASCAR’s
website (2015) puts it, “a full-blown
pit stop consists of the following—changing four tires, adding a
full tank of Sunoco racing

fuel, wiping the grille clean and making minor adjustments to
the car. Oh, and the really good
team can accomplish all of that in 12 seconds with the allotted
six crew members” (para. 1–2).
Typically, the individuals involved are the rear tire carrier, the
rear tire changer, a jackman,
the front tire carrier, the front tire changer, and a gas man. A
support crew works behind the
pit crew to make sure everything moves smoothly. A crew chief
and his/her car chief lead the
group, assisted by an engineer.
The leadership team creates a strategy that the crew must carry
out. Several factors dictate a
team’s pit-road strategy. Race length, caution flags, fuel
mileage, and tire wear are all consid-
ered before the crew chief decides on an appropriate course of
action. Then, the team must
make adjustments on the fly. Change two tires or four (or zero)?
Other corrections make sure
the car will not get worse due to changing track conditions.
All the while, the car’s driver receives most of the attention and
fame, as the supporting cast
does the dirty work. Many people know the name Danica
Patrick. But who can identify her
crew chief or any member of her team?
The same holds true in book publishing. A typical book is
guided by an editor-in-chief, who
will assign a sponsoring editor to a project. That person works
with a team consisting of an
editorial coordinator; a composition person or team; a cover
design employee; one or more
copy editors; manuscript reviewers; a developmental editor; and
individuals assigned to cre-

ate graphics, design pages, and edit photos. Then, a publicity
team and a sales force must
make sure copies of the book show up in the right hands in
order for it to gain traction in the
marketplace.
And yet, one or a few names appear on the book’s cover. The
author’s level of success is often
determined, at least in part, by the quality of the team working
behind the scenes. These indi-
viduals must be properly led, managed, and coordinated for a
bestseller to take shape.
Skills in leading teams and building teamwork are critical to
being an effective leader, and
having leaders skilled in these areas is critical to the success of
organizations. The payoffs of
teamwork have been extensively researched (Katzenback &
Smith, 1993; Larson & LaFasto,
2001; McShane & Von Glinow, 2010; Hellriegel & Slocum,
2011; Mathieu, Maynard, Rapp, &
Gilson, 2008). On a personal level, skills in teamwork have
become so important that Fortune
Magazine reported that “[b]ecoming skilled at teamwork may be
the single most important
thing you can do to increase your value regardless of your level
of authority” (Useem, 2006,
p. 11).
I devote this chapter to helping leaders understand the dynamics
of how teams function and
to preparing individuals to be skilled team players, leaders, and
builders. It is designed to
encourage leaders to be strong advocates of the importance of
teamwork throughout the
organization.

war82476_07_c07_207-242.indd 208 3/3/16 11:34 AM
Section 7.1 The Study of Groups and Teams
7.1 The Study of Groups and Teams
Leaders throughout the centuries have studied and shared
thoughts about teams. For example,
leaders have had to make decisions about how to organize and
manage military operations,
build magnificent buildings, and complete many other
endeavors. These efforts required the
use of teams. At first, little was written about the formal study
of teams. Some trace the for-
mal study of teams to the work of Norman Triplett who in the
late 1800s studied the effects
of working alone versus working in a group (1897). He noted,
for example, that bicycle racers
who pedaled around a racetrack in groups were faster than those
who pedaled around alone.
A major breakthrough in the study of teams occurred in 1933
when Elton Mayo published his
findings from the Hawthorne studies conducted at a Western
Electric plant outside of Chi-
cago. Mayo was part of a Harvard University research team
asked to study the activities of
work groups at the Hawthorne plant. Prior to the group coming
in, an initial study was done
to evaluate the effect of lighting intensity on performance. One
group worked in a room where
the intensity was kept constant and another where the intensity
was varied. As expected, as

illumination increased, productivity also increased. However,
when illumination decreased,
output continued to increase. This is when the Harvard research
team was brought in to dis-
cover why this was happening.
The Hawthorne studies were origi-
nally designed to evaluate the effect of
working conditions on productivity by
varying such things as the intensity of
lighting, length of breaks, incentive pay,
and shorter working days. Instead, the
results launched a whole new interest
in human relations and group dynam-
ics. The researchers concluded that the
increases in productivity were more a
result of the dynamics taking place in
the groups and the special attention the
experimental group was getting than
the influence of working conditions.
The next major wave of developments in the study of teams
came from the work of Kurt Lewin,
as Lewin used the term “group dynamics” to describe the
scientific study of behavior in groups
(1951). After Lewin, many other researchers and popular writers
have focused on group dynam-
ics, the importance and effectiveness of teams, and it’s
important to distinguish between groups
and teams.
“Group” was the primary term used in the earlier studies of the
dynamics that take place in
sets of people. We can define a group as two or more people
gathered or classified together
with a common purpose. Groups can be formal or informal.

Formal groups are established to allow members to work
together to accomplish a given out-
come. Examples of formal groups would be an ongoing set of
individuals who work together
on a job, such as members of a department or a subset of a
department in a business; a project
team completing a specific assignment; or a committee that
oversees an element of an opera-
tion, such as workplace safety or employee benefits.
Monkeybusinessimages/iStock/Thinkstock
A group is two or more people gathered together
with a common purpose.
war82476_07_c07_207-242.indd 209 3/3/16 11:34 AM
Section 7.1 The Study of Groups and Teams
Informal groups emerge among individuals with common
interests. Informal groups tend to
form around activities, such as a company bowling or soccer
team; shared sentiments, includ-
ing political and religious affiliations; and interactions that
result from being around people
on an everyday basis, such as those on the same floor of an
office building or employees who
are assigned to a remote location of a company.
We can define a team as two or more people with a common
purpose, interdependent roles,
and complementary skills. Consider a group as a broader term
that encompasses a wide

range of activities and a team as a specific kind of formal group
of individuals with not only
a common purpose but also interdependent roles and
complementary skills. All teams can
be considered groups, but not all groups would be considered
teams. Teams become distinct
from groups when synergies, or increased levels of
performance, emerge from greater inter-
dependence and shared effort (Katzenbach & Smith, 1999; Rico,
Sanchez-Manzanares, Gil, &
Gibson, 2008). Characteristics of teams include:
• sharing leadership responsibilities among members;
• shifting from individual responsibility to individual plus
collective responsibility;
• evaluating success based on team outcomes rather than
individual outcomes; and
• improved collective problem solving.
Trust constitutes an additional key component of a team.
Effective teams go beyond interac-
tion and move to the point of collaboration.
Skills in leading teams and building teamwork are critical to
being an effective leader, and
having leaders skilled in these areas is critical to the success of
organizations. Any type of
organization that excels at teamwork at the top, within teams,
between teams, and outside
the organization with key stakeholders holds many advantages.
Table 7.1 displays a number
of reasons why teamwork is important to leaders and
organizations.
Table 7.1: The value of teamwork

The Importance of Teamwork to a Leader’s Success
• Leaders who are excellent team players, who can build high-
performance teams, and who can develop
teamwork between teams will be in high demand in the
organization of the future.
• The higher you go as a leader, the more you will rely on
teamwork to succeed.
• In any endeavor there are limits to how far you can go and
how much you can accomplish without the
support and help of others.
The Importance of Teamwork to the Success of Organizations
• Organizations cannot successfully compete and sustain success
at a high level without teamwork.
• Effective teamwork improves performance, speed in getting
things done, the quality of work, products
and services, communications, innovative thinking, the work
culture, morale and motivation, employee
engagement, team and personal development, and employee
retention and loyalty to the organization.
• The organization of the future will rely increasingly on
teamwork not only internally but also externally,
as they will need to partner with others to succeed.
war82476_07_c07_207-242.indd 210 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams

7.2 What Leaders Need to Know About Teams
Students of the dynamics of teams often become more effective
leaders. Studying team dynam-
ics means being aware of the strengths and weaknesses of the
team, the team members, and
the activities taking place internally and externally that affect
the health and effectiveness
of the team. Individuals can learn how to fully utilize the
potential of the team as well as any
team issues that should be addressed or could be improved.
Perhaps you have been part of
a team in which the members were aware of a number of
dynamics taking place that were
affecting the group but the team leader was not aware of them.
Among the topics a leader
should understand are the following factors:
• the type of team;
• background factors;
• the stage of development; and
• team processes.
An analysis of the first two of these factors follows in this
section. Later in this section, we
cover the other two factors.
Types of Teams
Before analyzing additional fac-
tors related to team success or
failure, the first step is to under-
stand the types of teams utilized
in organizations. Four of the most
common are:

• self-managed work teams;
• problem-solving teams;
• cross-functional teams;
and
• virtual teams.
Each presents potential benefits
and challenges to the leader and
the overall organization.
Uberimages/iStock/Thinkstock
What type of team might this be?
Self-Reflection Questions
1. Both teams and groups share goals. Explain the types of goals
that would be
associated with a formal group and the types of goals that those
in an infor-
mal group would seek.
2. Table 7.1 displays the importance of teamwork to a leader
and an organi-
zation. How would poor or missing teamwork become a
detriment to the
leader and his or her company?
war82476_07_c07_207-242.indd 211 3/3/16 11:34 AM
Self-Managed Teams

Many leaders find that employees can successfully direct
certain types of work. A self- managed
work team consists of a group of employees who are assigned
managerial responsibilities
combined with work tasks. The managerial activities performed
by members of self-managed
work teams include planning activities, scheduling work,
assigning tasks to individual team
members, overseeing the pace of work, making on-the-spot
decisions, and facilitating some
elements of the control function. In some instances self-
managed teams conduct internal per-
formance evaluations.
Research regarding the effectiveness of self-managed teams has
produced mixed findings.
Some evidence suggests team members report higher levels of
job satisfaction (Cordery,
Mueller, & Smith, 1991; van Mierlo, Rutte, Kompier, &
Doorewaard, 2005). In other instances,
workplace productivity increased as accident rates were reduced
in manufacturing settings
(Royal, 1999). In contrast, supervisors and other leaders who
would lose authority in self-
management team settings are logically inclined to resist such a
change, viewing the move as
a threat to job security.
Self-managed work teams would appear to have better chances
for success when employ-
ees are well trained and perform more sophisticated jobs. The
organization must be able to
support the program with rewards for team performance. Firms
exhibiting centralization or
strong patterns of managerial control at top levels are not the
best candidates for such pro-

grams. Note that even in self-managed teams leaders become
part of the process. A leader
will either be designated to take charge or one will emerge in
the vacuum that will otherwise
appear.
Problem-Solving Teams
When members of an organization are placed into groups to
examine specific organizational
problems or processes, a problem-solving team may emerge.
Teamwork occurs when mem-
bers are willing to share information, cooperate, and seek to
achieve group as well as indi-
vidual objectives. Problem-solving teams can at times resemble
quality circles and at times
project teams. Such teams remain popular for dealing with
various organizational issues.
In some instances, a team may be asked to serve only in an
advisory role. The team assesses a
problem and then reports to a decision maker. These individuals
serve as part of an advisory
team. Such teams may play additional roles, including at times
when they are assigned to
provide council to top management or those directing a specific
project or activity. Leader-
ship of problem-solving teams involves the ability to solicit
quality ideas while directing those
involved to the best solutions rather than compromises or other
less valid approaches.
Cross-Functional Teams
A cross-functional team consists of employees from different
areas in the company who are
assembled to achieve a specific purpose. Combining experts to
work on an exciting problem,

task, or issue often leads to effective cross-functional teams.
Teams can be assigned to develop
a new product, such as has been standard practice at Apple
Computers for many years.
war82476_07_c07_207-242.indd 212 3/3/16 11:34 AM
Cross-functional teams at times resemble a task force. Many
automobile manufacturers have
employed task forces to coordinate complex projects. Harley
Davidson relies on collections of
individuals from various departments to help manage product
lines, including the design of
the product, manufacturing, and even contacts with suppliers
(Brunetti, 1999).
Note that both problem-solving teams and cross-functional
teams often become change
teams. These sets of individuals are assigned to tackle specific
issues causing problems for
an organization or to guide the company to take advantage of a
new opportunity. In both
instances, the team institutes change.
Virtual Teams
Current technology allows members of groups to meet in
cyberspace. Virtual teams employ
Internet and digital technologies to achieve common goals, such
as collaborating, sharing
information, solving problems, and scheduling activities.
Virtual teams are formed for short-
term projects as well as long-range, ongoing issues.

Virtual teams enjoy the advantages of reducing travel costs and
allowing people from remote
locations to participate (see Figure 7.1). They are flexible in the
sense that meetings can be
arranged fairly quickly, especially when compared to the
necessity to travel to a distant place.
Volvo and Lockheed Martin have both made effective use of the
advantages of these types of
teams (Ante, 2003; Naughton, 2003; Crock, 2003).
Figure 7.1: Virtual teams
Virtual teams employ Internet and digital technologies to
achieve common goals.
iStock/Thinkstock
war82476_07_c07_207-242.indd 213 3/3/16 11:34 AM
One could argue that a virtual team would be better named a
“virtual group.” The reasoning
connected to this interpretation would be that virtual
collaborations do not take on the ele-
ments of trust and member interdependence that are part of the
team concept. Three limita-
tions to virtual teams have been described, two of which reduce
the ability to take on team-
like characteristics. First, in virtual meetings, paraverbal and
nonverbal cues, such as voice
tone and inflection (paraverbal) and eye contact, distance,
gestures, and facial expression

(nonverbal) cannot as easily be sent or received. This limits the
richness of communications
between members. Second, socialization will be reduced. As
virtual meetings conclude and
members adjourn, they cannot remain “in the room” to discuss
issues and fraternize. The
third problem associated with virtual teams is that members will
most likely meet at dif-
fering times, depending on location. A meeting that begins at
4:00 in the afternoon in San
Diego is taking place at 7:00 p.m. in New York, a time when
most people have left the office.
International virtual meetings become even more problematic.
Leading a team in those cir-
cumstances constitutes a greater challenge.
In summary, the four types of teams are prevalent in many of
today’s companies. A leader’s
efforts can be designed to improve functioning and can assist
self-managed teams, problem-
solving groups that become teams, cross-functional teams
following the same path, and vir-
tual teams. We describe other elements of team success next.
Team Background Factors
Not only is it important for leaders to know the types of teams
that function within organi-
zations, it is also important to know the various background
factors that contribute to how
teams collectively think and function. Background factors
include the internal and external
factors that influence the group. These include the history of the
team; the mission, goals, and
culture of the organization; the team’s purpose and tasks; team
member characteristics; and

the status of the group. A brief analysis follows.
History
A leader should know the background of a group. A new leader
would be wise to invest time
learning as much as possible about the team by interviewing and
getting to know all of the
team members. The leader can ask about the manner in which
the team was formed, the
characteristics of any previous leader, and other elements before
deciding how to operate and
possibly improve a team.
The Organization’s Mission, Goals, and Culture
For a team to be successful, it must to be designed to
effectively contribute to the mission,
goals, and culture of an organization. Therefore, leaders should
become familiar with these
factors make sure the team is aligned to best contribute to the
success of the organization.
The Team’s Purpose and Tasks
The purpose and tasks a group performs need to be clear and
designed in the best possi-
ble way for the team to perform at a high level. The tasks
performed by a team can have
war82476_07_c07_207-242.indd 214 3/3/16 11:34 AM
a significant impact on its subsequent level of success.
Members should have the skill sets
needed to complete various assignments. If not, the leader

should seek to add new members
or address the situation in some other way.
Member Characteristics
Knowing the strengths and weaknesses of each team member
and how the team members
work together is critical information for a leader to discover.
Are team members being fully
utilized? Do they function well together? Are there problems
with or between team members?
The Team’s Status and Influence
A highly respected team tends to exhibit confidence and may be
more motivated to complete
its project or assignment. Members who believe they are
perceived in a more favorable light
because they belong to a certain team will likely give greater
effort and be more willing to
support the team’s activities.
Herb Kelleher: Team Building at Southwest Airlines
One of the most influential leaders in the airline industry, Herb
Kelleher, is responsible for
forming and building a major force: Southwest Airlines. His
novel approach to management
included a heavy emphasis on team building. Leadership
processes were designed for
that purpose. “Power should be reserved for weightlifting and
boats, and leadership really
involves responsibility,” Kelleher once noted (Free Enterprise,
2014, para. 1).
The team-building process begins at the hiring stage. “We will
hire someone with less
experience, less education, and less expertise, than someone

who has more of those things
and has a rotten attitude. Because we can train people. We can
teach people how to lead. We
can teach people how to provide customer service. But we can’t
change their DNA.” He adds,
“I forgive all personal weaknesses except egomania and
pretension” (Free Enterprise, 2014,
para. 3, 5).
From there, the company’s culture guides people to share in
numerous activities. Early in the
company’s development, Kelleher and his management team
were guided by the idea that
less time spent at the gate meant more time in the air. As a
result, when a plane went through
a “turnaround,” everyone from the gate agents to the flight
captain and all other nearby
employees were charged with cleanup and preparation for the
next flight. The net result
was the ability to add additional flights each day, leading to the
ability to lower fares while
building profits.
Southwest Airlines has placed a strong emphasis on customer
satisfaction. The company
works hard to make sure that considerate employees resolve
problems on flights such as lost
luggage and delays. For years the company’s staff meetings
resembled pep rallies. Kelleher
notes, “A company is stronger if it is bound by love rather than
by fear.” He notes, “One piece
of advice that always stuck in my mind is that people should be
respected and trusted as
people, not because of their position or title” (Free Enterprise,
2014, para. 2, 6).

For years, Herb Kelleher was one of the most sought-after
public speakers in the business
world. At times he was booked for more than 2 years in
advance. Clearly his understanding
of the value of teamwork played a vital role in his success as an
organizational leader and
pioneer (Reingold, 2013; Clow and Baack, 2010).
war82476_07_c07_207-242.indd 215 3/3/16 11:34 AM
1. Forming
2. Storming
3. Norming
4. Performing
Leaders assess these elements and then respond. In the
following paragraphs, we discuss
how teams develop over time and some of the processes that
take place within them. Only
with an understanding of this can a leader apply an effective
leadership approach.
Stages of Team Development
Now that you have a better understanding of the background
factors that comprise individual
teams and the types of teams that can develop, it’s important to
look at precisely how this
developmental process works. Research regarding team

interactions indicates that they go
through a number of stages of development, and that if they do
not devote the adequate atten-
tion needed to address one phase, it handicaps them in their
efforts at the next stage (Tuck-
man, 1965; Tuckman & Jensen, 1977). Tuckman and Jensen
(1997) developed one commonly
cited approach used to explain how groups and teams evolve
over time. Their model suggests
a sequence in which individuals gradually surrender a sense of
independence in favor of
greater interdependence. While the sequence may not be as
precise as the one depicted in
Figure 7.2, the figure does provide a general sense of how
groups tend to operate.
Figure 7.2: The stages of group development
Communication issues are present at each stage of group
development.
1. Forming
2. Storming
3. Norming
4. Performing
Forming
Initially, new team members are likely to distrust one another to
some extent and to experi-
ence feelings of uncertainty. Two behaviors appear in the first
stage of development, known
as the forming stage. First, members try out actions and
activities to see if others in the group

deem them as acceptable. The other will be the first tentative
actions of a leader when one has
been designated, such as setting a meeting time or agenda, or by
those seeking to lead when
one has not been appointed. The forming stage ends when
sufficient compliance suggests
that members see themselves as part of the larger group.
war82476_07_c07_207-242.indd 216 3/3/16 11:34 AM
Storming
Although members now view themselves as part of something,
they sometimes disagree with
the constraints imposed by the team or simply test to see what
the limits are. In the storm-
ing stage, the leader faces resistance as individuals seek to
discover their place in the group’s
structure (Tuckman, 1965). If the leader cannot manage the
group successfully, the possibil-
ity of subgroups, member procrastination, conflicts between
members, and open rebellion
emerges. Group survival may be at risk.
Norming
The close of the storming stage occurs when the team has firmly
established a leader, often
through the efforts of another member who challenges the group
to come together. Closer
relationships build between members, and discussions of power
become less emotional and
more matter-of-fact. Norms, or rules governing behaviors in the
group, begin to emerge. The

norming stage is complete when members share a common set
of expectations about behav-
iors and contributions to the group. As Table 7.2 shows, norms
apply to three main areas in
both formal and informal groups. In fact, many times norms
overlap between the two groups.
Norms can be formally or informally sanctioned, with approval
or disapproval by group mem-
bers. Someone engaged in a pleasant conversation with a
supervisor in an organization where
the norm is to see management as adversaries will probably be
accused of being a “brown
noser,” or worse.
Table 7.2: Types of norms
Area of Behavior Example of Norm
Effort Time on the job/overtime
Level of productivity
Sales calls, sales totals, customer follow-ups
Work behaviors Clothes and hairstyle, tattoos and piercings
Use of language, cursing, formality
Obeying or ignoring work rules and procedures
Social behaviors Fraternization between management and labor
Office romances
Norms tend to develop slowly but then become difficult to
change. They apply to the work-

place more so than to off-work activities. They also apply to
behaviors rather than private
feelings and thoughts. Members may “go along” with norms
they think are foolish, although
high-status group members may choose to ignore them. In
general, norms summarize group
influence processes, including the rules for joining and
maintaining membership (Hackman,
1992).
Norms may form around the time people arrive for meetings;
how prepared people are for
meetings; productivity, attitudes, vocabulary; how problems are
dealt with; how decisions
war82476_07_c07_207-242.indd 217 3/3/16 11:34 AM
are made; and many other dynamics in the team. Team norms
may be called other things such
as team standards or guidelines (Hackman, 1992).
Norms can provide vital organizational functions when they
clarify the group or organiza-
tion’s key values and convey a sense of identity. Enforcing
norms can assist an individual in
either meeting behavioral expectations and/or avoiding making
behavioral mistakes. Some
authors argue norms help the group or the organization to
survive (Feldman, 1984), bearing
in mind that counterproductive norms may also emerge that
hinder organizational success
and limit the leader’s ability to function effectively.

Performing
When the team reaches the point at which the primary activities
revolve around solving task
problems, the performing stage has opened. Open
communication takes place between mem-
bers as they cooperate with and support one another. Any
disputes are handled quickly and
constructively (Mason & Griffin, 2005). Ongoing work groups
and committees that reach the
performing stage remain there unless drastic events interfere.
Project teams end when the
task is complete. These groups then move to the final stage.
Adjourning
Teams that successfully complete tasks often end with a
ceremony or celebration. These take
the forms of parties, official statements of appreciation by
company leaders, or even gradua-
tions and mock funerals. Individuals resume a stronger sense of
independence as the group
disbands.
Leaders can assist group functioning at every stage of
development. In the forming stage they
can make members feel as comfortable as possible and establish
basic ground rules. In the
storming stage an effective leader works to resolve conflicts and
differences of opinion. In
the norming stage the leader can make sure that unethical or
counterproductive norms do
not emerge. In the performing stage, the leader facilitates group
activities. In the adjourning
stage, a leader can summarize group accomplishments and
express gratitude for good work.

Team Processes
Once a team is created, how that team actually functions
becomes critical. Team processes
refer to how things get done in a team. For example, processes
could include the norms that
guide the group and the ways in which the team members solve
problems, make decisions,
and resolve conflicts. Team processes could also i nclude the
team’s problem-solving style, the
roles team members play, communication patterns among
members, the social structure, and
the degree of trust among team members.
Team Problem Solving
The manner in which members of a team solve problems, make
decisions, and resolve con-
flicts plays a key role in how effectively the team will function.
Unfortunately, these processes
war82476_07_c07_207-242.indd 218 3/3/16 11:34 AM
tend to develop with little thought given to how they are done
or their implications. Effec-
tive leaders pay close attention to these processes. It may be
helpful to discuss each of these
processes with team members and agree on guidelines for how
they should be approached.
Training in these areas for leaders and perhaps all of the team
members can also be helpful.
Team Member Roles

A role is the “part” a person plays in a social setting. Teams can
be divided into four basic
roles. The team leader is the person who has been assigned to
direct activities in a formal
group or someone who evolves into that role in an informal
group. Formal leaders in teams
and groups include supervisors, heads of task forces, and
committee chairs. Informal leaders
might evolve from being the person who picks the restaurant
each day for the “lunch bunch,”
someone who signs up a group to participate in a bowling
league, or an individual who takes
charge of a group of employees who are involved in political or
religious activities outside of
work.
Opinion leaders are the leader’s closest associates. They derive
the name from the willingness
to express team goals and norms. A person who says, “We need
to pay attention to our safety
rules,” in an assembly line setting is likely the opinion leader
for a work team. A group mem-
ber who says, “We just want to have some fun” at a company
softball game, when a player gets
a little too serious about winning, serves as an informal group
opinion leader.
Members in good standing are individuals who become part of
the team but do not direct its
activities or reinforce group goals or norms. They simply
participate in team activities.
The gatekeeper is the individual who decides which people will
be included in a group and
who will be excluded. Both formal teams and informal groups
have gatekeepers. At times the

entire group or team decides as a collective—which is known as
the “gatekeeping function.”
Table 7.3 displays the productive and unproductive roles team
members play. In a healthy team
it is likely that all members engage in productive roles. For the
unproductive roles, leaders
should take care not to call attention to minor unproductive
behaviors that anyone could slip
into at times. But leaders should address unproductive roles that
are disruptive to the team.
A set of factors that can interfere with both the atmosphere
present and performance levels
includes various issues related to team member roles. The three
major forces that can disrupt
effective role performance and morale include role conflict, role
ambiguity, and role overload.
Role conflict occurs when an individual confronts differing role
expectations. An intra-role
(within the role) conflict takes place when an employee faces
two expectations that are not
in agreement. A restaurant server who is told by the leader to
give personal, attentive service
that makes patrons feel comfortable may also be encouraged to
“turn the table over” or get
people to leave as quickly as possible, in order to accommodate
more guests. Achieving both
objectives will be extremely difficult. An inter-role conflict
takes place when a role or task
performed on the job clashes with personal feelings. The role of
attentive parent may conflict
with the role of reliable employee, especially when being
reliable requires travel, working at
night, or long hours away from family (Peterson et al., 1995).

An effective leader makes sure
these conflicts are effectively resolved.
war82476_07_c07_207-242.indd 219 3/3/16 11:34 AM
Table 7.3: Constructive and unconstructive team roles
Constructive Roles Unconstructive Roles
Leader
Effective leaders clarify objectives and respon-
sibilities, ensure that problems are clearly
defined and resolved, draw group members into
the discussion, work in terms of priorities and
results, and motivate group members to use their
capabilities.
Sidetrackers
Sidetrackers get a group off the subject by bringing up
irrelevant information, changing the subject, telling
stories, pursuing hidden agendas, joking inappropri-
ately, carrying on sideline conversations during meet-
ings, or arriving late or leaving early.
Taskmaster
Taskmasters keep the group on the task, prevent
sidetracking, and assure that tasks are accom-
plished on time.
Shotgunner
Shotgunners are critical and judgmental, and they
continuously put down ideas and people by playing

the devil’s advocate.
Human Relations Facilitator
Human relations facilitators keep group harmony,
relieve tension, encourage and support group
members, help reconcile differences, keep com-
munication open, show warmth and friendliness,
use humor appropriately, and watch over the
emotional climate of the group.
Assumer
Assumers assume things about people and ideas with-
out checking them out.
Perception Checker
When appropriate, perception checkers check
out their understanding of what others have said,
check to see if others have understood them, and
occasionally summarize results and check for
consensus.
Isolate
Isolaters withdraw from the group by being silent,
showing disinterest, pouting, looking bored, or refus-
ing to participate or cooperate with the group.
Leveler and Confronter
Constructive leveling and confronting is used to
get issues into the open. It is impossible to have a
healthy group without leveling and confronting.
Autocrat
Autocrats dominate the group by forcing their own
ideas, manipulating and intimidating group members,
monopolizing group time, and making unilateral
decisions.

Problem Solver
Problem solvers attack problems and not people,
are good listeners, identify the key issues, explore
alternatives, and motivate the group to select the
best decision given the realities of a situation.
Problem Maker
Problem makers make a habit of disrupting, being
poor listeners, creating and looking for problems and
seldom having solutions, gossiping, ignoring the chain
of command and group policies, rebelling against
change or attempts to achieve change, and informally
rallying group members to their causes.
Contributor
Contributing includes becoming a member of the
group by accepting responsibility for one’s behav-
ior and its consequences, by getting involved, and
by offering ideas and support.
Manipulator
Manipulators maneuver people to get their own way
and send double messages by saying one thing when
they mean another.
Role ambiguity results from lack of clarity about a role. An
employee who complains, “I don’t
know what it is I’m supposed to be doing,” expresses role
ambiguity. It appears when a per-
son first begins a position or joins a new organization. Role
ambiguity may also material-
ize following dramatic changes in the group or in a company,
such as when downsizing or
restructuring takes place. The individual will be unclear about
new job responsibilities. Role

war82476_07_c07_207-242.indd 220 3/3/16 11:34 AM
ambiguity has been related to both job dissatisfaction and levels
of personal stress. It can be
reduced through managerial efforts to increase role clarity, such
as more specific job instruc-
tions, feedback, and coaching by a quality leader.
Role overload comes from being asked to do too much within a
role. The person may have
been mismatched in the first place, being unprepared to tackle a
position or occupation. Oth-
ers experience overload when managers place increasing
demands on them without allocat-
ing sufficient time to accomplish the work. Role overload has
been linked to job dissatisfac-
tion, stress-related problems, and conflicts with others. Table
7.4 identifies leadership tactics
designed to reduce role conflict, role ambiguity, and role
overload.
Table 7.4: Reducing role-related problems
Problem Methods
Role conflicts Clear task instructions
Employees only answer to one leader
Socially and morally responsible atmosphere

Role ambiguity Careful selection process
Clear rules and procedures
Goal-setting programs
Specific performance feedback
Quality leader-member relationships
Role overload Match person to job
Assist new or less experienced employees
Help during “crunch time” as needed
Communication Patterns
A leader can learn a great deal about a team by observing
communication patterns. The desir-
able pattern is that communication between team members and
the leader as well as with
one another is open, considerate, and candid. What is not
desirable occurs when individuals
communicate primarily with select individuals, when
destructive dialogue takes place behind
the scenes, when gossip about other team members including the
leader routinely can be
heard, and when interactions are not respectful.
Social Structure
The social structure of a team dictates how members relate to
each other and the status of
each team member. Is the team like a caring family where they
all look out for one another,
or perhaps more like a dysfunctional family where there are
cliques and high- and low-status

members? How does the team leader relate to the team
members, and how do they respond
back? Imbalances in the social structure such as a lack of
socialization, too much socialization,
war82476_07_c07_207-242.indd 221 3/3/16 11:34 AM
Section 7.3 A Systems Approach to Teamwork
significant differences in status, or the emergence of cliques can
make it difficult for a team to
function effectively. Quality team leaders work to ensure that
social patterns are caring and
respectful.
Team Trust
Trust is essential for team members to work efficiently and
effectively together. It emerges
from straightforward, fair, and honest dealings among team
members who then become able
to rely on the efforts and good intentions of others. A lack of
trust makes it difficult to accom-
plish tasks, as decisions and behaviors are second guessed.
Trust is something that is earned
and not something that is likely to be the result of experiential
exercises.
In summary, an excellent team leader first tries to understand
how the people involved oper-
ate together. The leader identifies the manner in which the team
solves problems. Then, the
leader identifies or develops opinion leaders, members in good
standing, and how gatekeep-
ing takes place. Also, outstanding leaders work to make sure

roles are played in a productive
manner. From there, team communication patterns and social
structure can be studied and
team trust can be built.
1. Can you think of a situation in which a team would be both
cross-functional
and virtual at the same time? Explain.
2. Can you think of a situation in which a team would be both
problem solving
and virtual at the same time? Explain.
3. Of the background factors mentioned in this section, which
might pose the
greatest challenge to a leader, and which the least? Defend your
answer.
4. How might team norms and team roles conflict with each
other?
5. What kinds of events or situations could prevent a team from
moving into
the performing stage of its development? What should a
manager do if that
happens?
6. Explain the ways in which distrust can damage a team and
what a leader can
do to build trust among members with each other and with the
leader.
7.3 A Systems Approach to Teamwork

Skilled teamwork rarely happens by chance. People do not
automatically become skilled team
players. Teams do not automatically perform like high-
performance teams simply because
they are teams, and it certainly does not always naturally occur
to teams to work collabora-
tively together for a common purpose. In fact, teams can
become myopic in seeing things from
their limited perspective and in looking out for their own
interest.
war82476_07_c07_207-242.indd 222 3/3/16 11:34 AM
For an organization to function at its best, leaders, and
particularly top-level leaders, need to
think of teamwork from a systems perspective. This means that
they should think of team-
work in terms of the whole system and not just in terms of the
teams they lead. In other
words, there ideally needs to be teamwork at the top, within
teams, between teams, and out-
side the organization with key stakeholders, and leaders at all
levels need to do whatever they
can to contribute to teamwork throughout the organization.
Teamwork at the Top
Teamwork should start at the top
in order to provide a quality exam-
ple. It is hard to preach teamwork
if you do not practice teamwork.
Note that whatever happens at

the top sets the standard for the
rest of the organization and is
multiplied throughout the orga-
nization. Therefore, the top-level
team should set an example of
leadership and teamwork for the
rest of the organization. Ideally,
the top-level team should func-
tion in a manner that manages
the organization well but focuses
primarily on leading the organi-
zation to success. Unfortunately,
many top-level teams are ineffec-
tive because they do little to pro-
vide an example for others to follow. It becomes the duty of the
top-level leader to ensure that
teams see a quality model of behavior on a daily basis.
Teamwork Within Teams
Leaders at all levels of an organization should receive training
on how to develop effective
teams. Building high-performing teams that excel at teamwork
is an important part of a
leader’s job that requires time and effort. Even a small
investment in building teamwork can
often pay significant dividends in the performance and morale
of a team and avoid many of
the team problems and sometimes dysfunctional behaviors that
occur when teamwork is left
to chance.
Teamwork Between Teams
It takes teamwork between teams as well as within teams for
organizations to excel. Unfor-

tunately, teamwork between teams is seldom developed in a
purposeful way. Consequently,
Rawpixel Ltd/iStock/Thinkstock
Leaders at all levels of an organization need to know how
to develop effective and high-performing teams.
war82476_07_c07_207-242.indd 223 3/3/16 11:34 AM
the left hand often does not know what the right hand is doing,
and there is little effort to
coordinate and synchronize the interdependent activities
undertaken by teams. Leaders need
to purposefully make efforts to break down walls, barriers, and
conflicting goals between
teams and to systematically build teamwork between teams and
create a “one team” mental-
ity throughout the organization.
Teamwork With Stakeholders
Part of an organization’s success is dependent on the
relationships and teamwork the orga-
nization develops with key stakeholders outside the
organization like customers, suppliers,
investors, unions, communities, and various partnerships that
organizations are now often
engaged in. This is another part of a systems approach to
teamwork that should not be left to
chance but instead directed and guided by the leader.

Other Insights
Two additional insights merit special mention. The first is that
you get what you reward,
value, and measure. Leaders can talk as much as they want
about the importance of team-
work and even offer training on how to be a team player and
how to build teamwork. If the
desired behavior is not rewarded, however, it is not likely to
last. For example, leaders may
emphasize teamwork, but if it is only individual behavior that is
rewarded, most employees
will pursue individual efforts. Those who respond to the
encouragement to be team players
may actually be penalized because of the time invested in
teamwork that takes away from
individual efforts. The message for leaders is that if they
recognize the importance of team-
work and want to encourage teamwork, they need to find ways
to value, reward, and measure
teamwork.
The second insight that leaders should consider is that you
cannot have a strong team with
weak players. One of the most difficult and challenging
responsibilities of leaders is to do
everything within their power to get the right people on the
team. This means making hiring
team members a high priority, and making sure that these
individuals know what is expected
of them as players. It involves coaching team members about
how they are doing as team
players and making efforts to develop the skills of weaker
members. Table 7.5 lists insights
leaders should consider when building teams.

In summary, the systems approach to teamwork requires the
leader to examine every possi-
ble type of team relationship. It begins with deliberate action at
the top of the organization
but quickly expands to include those inside the leader’s team,
interactions with other teams,
and finally with other stakeholders, including those outside of
the organization. Effective sys-
tematic leaders understand how to reward employees and how to
choose members who are
most likely to contribute to team success.
Table 7.5: Insights leaders need to know about teams and
teamwork
1. To successfully compete in today’s times, organizations need
to be skilled at teamwork at the top, within
teams, between teams, and outside the organization with key
stakeholders.
2. Almost everyone believes that teamwork is essential to the
success of organizations and to gaining com-
petitive advantage, but few organizations do anything to
purposely develop teamwork.
3. You get what you value, reward, and measure. Organizations
seldom have a process for valuing and
rewarding teamwork and being a team player and often have
practices and rewards that discourage
teamwork and being a team player.
4. Leaders who know how to build high-performance teams and
teamwork will be in high demand in pres-
ent and future organizations.
5. You cannot have an A team with C players! An A player i s a

team member who is committed to the team
and contributes significantly to the team. B players are
committed to the team and contribute to the
team but need experience. They can be valuable members of the
team. C players are either not commit-
ted, make minimal contributions, or are disruptive to the team
and are unwilling or unable to improve.
It only takes one C player to derail or handicap a team.
6. Teamwork is so important to the success of organizations that
organizations need to make recruiting
for teamwork and developing employees into skilled team
players a high priority.
7. While teamwork is essential to an organization’s success and
can improve performance, the quality of
work, products and services, the commitment to decisions,
communications, and innovative thinking,
and can result in numerous other benefits, it is not suited for all
situations. It can be over-utilized as
well as under-utilized.
8. All teams do not need to be alike. They need to be designed
to fit their particular purpose.
9. Many team-building methods are ineffective at improving the
performance of teams. Building a high-
performance takes hard and purposeful work and practice.
10. High-performance teams often appear somewhat chaotic, as
everyone is engaged and involved and
wants to contribute. However, they unite and perform at a high
level when things need to get done.
war82476_07_c07_207-242.indd 224 3/3/16 11:34 AM

Section 7.4 Building High-Performance Teams
the left hand often does not know what the right hand is doing,
and there is little effort to
coordinate and synchronize the interdependent activities
undertaken by teams. Leaders need
to purposefully make efforts to break down walls, barriers, and
conflicting goals between
teams and to systematically build teamwork between teams and
create a “one team” mental-
ity throughout the organization.
Teamwork With Stakeholders
Part of an organization’s success is dependent on the
relationships and teamwork the orga-
nization develops with key stakeholders outside the
organization like customers, suppliers,
investors, unions, communities, and various partnerships that
organizations are now often
engaged in. This is another part of a systems approach to
teamwork that should not be left to
chance but instead directed and guided by the leader.
Other Insights
Two additional insights merit special mention. The first is that
you get what you reward,
value, and measure. Leaders can talk as much as they want
about the importance of team-
work and even offer training on how to be a team player and
how to build teamwork. If the
desired behavior is not rewarded, however, it is not likely to
last. For example, leaders may

emphasize teamwork, but if it is only individual behavior that is
rewarded, most employees
will pursue individual efforts. Those who respond to the
encouragement to be team players
may actually be penalized because of the time invested in
teamwork that takes away from
individual efforts. The message for leaders is that if they
recognize the importance of team-
work and want to encourage teamwork, they need to find ways
to value, reward, and measure
teamwork.
The second insight that leaders should consider is that you
cannot have a strong team with
weak players. One of the most difficult and challenging
responsibilities of leaders is to do
everything within their power to get the right people on the
team. This means making hiring
team members a high priority, and making sure that these
individuals know what is expected
of them as players. It involves coaching team members about
how they are doing as team
players and making efforts to develop the skills of weaker
members. Table 7.5 lists insights
leaders should consider when building teams.
In summary, the systems approach to teamwork requires the
leader to examine every possi-
ble type of team relationship. It begins with deliberate action at
the top of the organization
but quickly expands to include those inside the leader’s team,
interactions with other teams,
and finally with other stakeholders, including those outside of
the organization. Effective sys-
tematic leaders understand how to reward employees and how to
choose members who are

most likely to contribute to team success.
Table 7.5: Insights leaders need to know about teams and
teamwork
1. To successfully compete in today’s times, organizations need
to be skilled at teamwork at the top, within
teams, between teams, and outside the organization with key
stakeholders.
2. Almost everyone believes that teamwork is essential to the
success of organizations and to gaining com-
petitive advantage, but few organizations do anything to
purposely develop teamwork.
3. You get what you value, reward, and measure. Organizations
seldom have a process for valuing and
rewarding teamwork and being a team player and often have
practices and rewards that discourage
teamwork and being a team player.
4. Leaders who know how to build high-performance teams and
teamwork will be in high demand in pres-
ent and future organizations.
5. You cannot have an A team with C players! An A player is a
team member who is committed to the team
and contributes significantly to the team. B players are
committed to the team and contribute to the
team but need experience. They can be valuable members of the
team. C players are either not commit-
ted, make minimal contributions, or are disruptive to the team
and are unwilling or unable to improve.
It only takes one C player to derail or handicap a team.
6. Teamwork is so important to the success of organizations that

organizations need to make recruiting
for teamwork and developing employees into skilled team
players a high priority.
7. While teamwork is essential to an organization’s success and
can improve performance, the quality of
work, products and services, the commitment to decisions,
communications, and innovative thinking,
and can result in numerous other benefits, it is not suited for all
situations. It can be over-utilized as
well as under-utilized.
8. All teams do not need to be alike. They need to be designed
to fit their particular purpose.
9. Many team-building methods are ineffective at improving the
performance of teams. Building a high-
performance takes hard and purposeful work and practice.
10. High-performance teams often appear somewhat chaotic, as
everyone is engaged and involved and
wants to contribute. However, they unite and perform at a high
level when things need to get done.
1. This section suggests that effective teamwork starts at the
top. Can you make
an argument that, instead, effective teamwork really starts at the
bottom?
Why or why not?
2. Can you think of situations in which the goals of insiders
(within the team)
and the goals of outsiders (stakeholders) contradict one
another? If so, what

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