The document discusses concepts related to supervision and human relationships, including motivation, group behavior, cooperation and conflict. It defines motivation and discusses theories of motivation like Maslow's hierarchy of needs and McGregor's Theory X and Theory Y. It also covers topics like team structure, dynamics, development, leadership skills and managing meetings.

1. © 2008 The McGraw-Hill Companies, Inc. All rights reserved
12 - 1
ChapterChapter
McGraw-Hill/Irwin
33
SUPERVISIONSUPERVISION
AND HUMANAND HUMAN
RELATIONSHIPRELATIONSHIP

2. 12 - 2
Goals of the PresentationGoals of the Presentation
 Explain the concept of motivation.
 Describe the concept of group behavior
and teamwork.
 Explain the concept of cooperation and
conflict.
 Explain the conflict, emergence and
development.
 Determine how to managing conflict.
 Differentiate the conflict and disputes.
 Explain the developing group performance
and features of a good team.

3. 12 - 3
Goals of the PresentationGoals of the Presentation
 Human relation skills – the ability to work
effectively with other people.

4. 12 - 4
Defining MotivationDefining Motivation
 Key Elements
1. Intensity: how hard a person tries
2. Direction: toward beneficial goal
3. Persistence: how long a person tries
 Key Elements
1. Intensity: how hard a person tries
2. Direction: toward beneficial goal
3. Persistence: how long a person tries
Motivation
The processes that account for an individual’s
intensity, direction, and persistence of effort toward
attaining a goal.

5. 12 - 5
Hierarchy of Needs TheoryHierarchy of Needs Theory
(Maslow)(Maslow)
Hierarchy of Needs Theory
There is a hierarchy of five
needs—physiological, safety,
social, esteem, and self-
actualization; as each need is
substantially satisfied, the next
need becomes dominant.
Self-Actualization
The drive to become what one is capable of
becoming.

6. 12 - 6
Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs
Lower-Order Needs
Needs that are satisfied
externally; physiological
and safety needs.
Higher-Order Needs
Needs that are satisfied
internally; social, esteem,
and self-actualization
needs.

7. 12 - 7
Theory X and Theory Y (DouglasTheory X and Theory Y (Douglas
McGregor)McGregor)
Theory X
Assumes that employees dislike
work, lack ambition, avoid
responsibility, and must be
directed and coerced to perform.
Theory Y
Assumes that employees like
work, seek responsibility, are
capable of making decisions,
and exercise self-direction and
self-control when committed to a
goal.

8. 12 - 8
Two-Factor Theory (FrederickTwo-Factor Theory (Frederick
Herzberg)Herzberg)
Two-Factor (Motivation-Hygiene) Theory
Intrinsic factors are related to job satisfaction,
while extrinsic factors are associated with
dissatisfaction.
Hygiene Factors
Factors—such as company policy
and administration, supervision,
and salary—that, when adequate
in a job, placate workers. When
factors are adequate, people will
not be dissatisfied.

9. 12 - 9
The conflict, emergence andThe conflict, emergence and
developmentdevelopment
 Problems
 Misunderstanding of intent
 Belief that happy would increase productivity
 Led to laissez-faire supervision in schools
 Supervisors afraid to supervise - public nature of
personnel actions in schools

10. 12 - 10
What are some traits of
effective leaders?

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2-11

Locus of

Control

Locus of

Control

Integrity

Integrity

High energy

High energy

Flexibility

Flexibility

Dominance

Dominance

Sensitivity

to others

Sensitivity

to others

Self-confident

Self-confident

Intelligence

Intelligence
99
Traits ofTraits of
EffectiveEffective
LeadersLeaders

Stability

Stability

12. 12 - 12
2-12
Traits of Effective LeadersTraits of Effective Leaders
 Dominance
 Want to be in charge
 Affects all other traits
 High Energy
 Drive, hard work, stamina, persistence
 Self-confidence
 Trust own judgments, decisions, ideas,
capabilities

13. 12 - 13
2-13
Traits of Effective LeadersTraits of Effective Leaders
 Locus of Control
 Belief in control of own destiny
 Stability
 Emotionally in control, secure, positive
 Integrity
 Honest, ethical, trustworthy
 Intelligence
 Above average, educated

14. 12 - 14
2-14
Traits of Effective LeadersTraits of Effective Leaders
Emotional Intelligence
 Self-awareness, managing emotions,
motivating oneself, empathy, social skills
Flexibility
 Change, adjust to changes
Sensitivity
 Understand group members,
communicate well, people centered

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2-15
“If you think you can,
you can,
if you think you can’t,
you can’t.”
What does this mean?

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TeamworkTeamwork involves working
together to achieve something
beyond the capabilities of
individuals working alone.

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IntroductionIntroduction (1 of 2)(1 of 2)
Much of the work in organizations is
completed through teamwork
Effective team members behave differently
than ineffective members
Understanding group process can improve
your team behavior and performance
The foundation of team performance is
interpersonal skills

18. 12 - 18
IntroductionIntroduction (2 of 2)(2 of 2)
Organizations expect teams to achieve
higher levels of performance in less time with
fewer resources
Firms need to select team leaders and
members who have the balance of technical
and interpersonal skills

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The Team Performance ModelThe Team Performance Model
Team Performance is a function (f) of its structure,
dynamics, and development:
To have high levels of performance team must:
Have an effective structure for working together as a team
Good dynamic human relations
Develop its ability to work as a team
Team PerformanceTeam Performance Team StructureTeam Structure Team DynamicsTeam Dynamics
Team DevelopmentTeam Development
StageStagef + +
Exhibit 12.1

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Types of TeamsTypes of Teams
Formal Groups
Sanctioned by the organization
Informal Groups
Developed spontaneously when members join
together voluntarily because of similar interest
Ongoing Groups
Without ending or temporary discontinuing after
the objective is met

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Formal GroupsFormal Groups
Functional Groups
Formal ongoing teams
Comprised of managers
and their employees
Each work unit /
department is a functional
group
Some are called self-
directed or self-managed
because team leadership
is shared
Task Groups
Comprised of functional
team members who work
on specific tasks
With members of other
functional teams
Commonly cross-
functional
Often called committees
Ad hoc committee or task
force
Standing committee

22. 12 - 22
Team Structure ComponentsTeam Structure Components
Team structure
components affecting
behavior, human
relations, and group
performance
Leadership Composition
Conflict
Problem Solving and
Decision Making
Exhibit 12.2

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Team DynamicsTeam Dynamics
Refers to the patterns of
interactions that emerge
as groups develop
Also called group process
Team success is
dependent upon the
process team members
use to interact with each
other to accomplish work
Components of Team
Dynamics
Objectives
Size
Norms
Cohesiveness
Status
Roles

24. 12 - 24
Components of Team Dynamics:Components of Team Dynamics:
ObjectivesObjectives
To be effective, teams must:
agree on clear objectives
be committed to achieving
them
Leader should allow the
group to have input in setting
objectives
Implications for Managers
Managers should be certain
that their functional groups:
have measurable
objectives
know priorities
Team objectives should be
coordinated with organization
goals

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Components of Team Dynamics:Components of Team Dynamics:
SizeSize
Ideal team size varies,
depending on the team’s
purpose
No consensus on the ideal
size for groups
Team size affects leadership,
members, and its process of
getting the job done
Implications for Managers
Usually managers have no
say in the size of their
functional groups
The appropriate leadership
style may vary with team size

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Components of Team Dynamics:Components of Team Dynamics:
NormsNorms
Norms – the group’s shared
expectations of its members’
behavior
Norms determine what
should, ought, or must be
done in order for the group to
maintain consistent and
desirable behavior
Developed spontaneously as
group members interact
through team routine
Implications for Managers
Managers should be aware
of their group’s norms
They should work toward
maintaining and developing
positive norms
Managers should confront
groups with negative norms
and try to work out agreeable
solutions

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RidiculeRidicule OstracismOstracism
SabotageSabotage
PhysicalPhysical
AbuseAbuse
How Teams Enforce NormsHow Teams Enforce Norms

28. 12 - 28
Components of Team Dynamics:Components of Team Dynamics:
CohesivenessCohesiveness (1 of 2)(1 of 2)
Group cohesiveness – the
attractiveness and closeness
group members have for
themselves and the group
The more cohesive the
group, the more it sticks
together as a team
The more desirable group
membership is, the more
willing members are to
behave according to team
norms
Factors Influencing
Cohesiveness
Objectives
Size
Homogeneity
Participation
Competition
Success
Group cohesiveness – the
attractiveness and closeness
group members have for
themselves and the group
The more cohesive the
group, the more it sticks
together as a team
The more desirable group
membership is, the more
willing members are to
behave according to team
norms

29. 12 - 29
Components of Team Dynamics:Components of Team Dynamics:
CohesivenessCohesiveness (2 of 2)(2 of 2)
How Cohesiveness Affects
Team Performance
Cohesive teams tend to have
a higher level of success at
achieving their objectives
with greater job satisfaction
Cohesive team members:
miss work less often
are more trusting
have less tension and hostility
Implications for Managers
Managers should strive to
develop cohesive groups that
accept their level of
productivity
Participation helps develop
cohesiveness
Managers should focus on
inter-group competition

30. 12 - 30
Components of Team Dynamics:Components of Team Dynamics: StatusStatus
Status – the perceived
ranking of one member
relative to other members of
the group
Group status depends upon
the groups objectives, norms,
and cohesiveness
Status congruence
High-status members have a
major impact on the group’s
performance
Implications for Managers
To be effective, the manager
needs to have high status
within the functional group
The manager should
maintain good human
relations with the group
Managers should be aware
of conflicts resulting from
lack of status congruence

31. 12 - 31
Components of Team Dynamics:Components of Team Dynamics: RolesRoles
(1 of 3)(1 of 3)
Roles – are shared
expectations of how group
members will fulfill the
requirements of their position
People develop their roles
based on:
their own expectations
the organizational
expectations
the group’s expectations
People often have multiple
roles within the same
position
Group roles may be
classified as:
task roles
maintenance roles
self-interest roles

32. 12 - 32
Components of Team Dynamics:Components of Team Dynamics:
SummarySummary
Effective groups should have:
Clear objectives with agreement and commitment to
those objectives by its members
Appropriate group size to achieve its objectives
Positive norms
Cohesiveness
Status congruence
Members who play task and maintenance roles while
minimizing self-interest roles

33. 12 - 33
Team Dynamics ComponentsTeam Dynamics Components
Size Norms
Cohesiveness
RolesStatus
Objectives
Team dynamics components
affecting behavior, human
relations, and performance of
groups
Exhibit 12.3

34. 12 - 34
Team DevelopmentTeam Development
Team development affects team dynamics,
satisfaction, effort, and performance
All teams are unique with dynamics that
change over time

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OrientationOrientation
DissatisfactionDissatisfaction
ResolutionResolution
ProductionProduction
TerminationTermination
Team Development StagesTeam Development Stages
(2)
(3)
(4)
(5)
(1)

36. 12 - 36
Team Development StagesTeam Development Stages (1 of 2)(1 of 2)
Stage 1:
Orientation
Forming stage
Characterized by low development level (D1), high
commitment, and low competence
Stage 2:
Dissatisfaction
Storming stage
Characterized by moderate development level (D2),
lower commitment, and some competence
Stage 3:
Resolution
Norming stage
Characterized by high development level (D3), variable
commitment, and high competence

37. 12 - 37
Team Development StagesTeam Development Stages (2 of 2)(2 of 2)
Stage 4:
Production
Performing stage
Characterized by outstanding development level (D4),
high commitment, and high competence
Stage 5:
Termination
Adjourning stage
Not reached unless there is some drastic reorganization
Does occur in task groups

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Group Situational SupervisionGroup Situational Supervision
Group Development Stage (D)
 Low Development (D-1)
 High commitment / low
competence
 Moderate Development (D-2)
 Low commitment / some
competence
 High Development (D-3)
 Variable commitment / high
competence
 Outstanding Development (D-
4)
 High commitment / high
competence
Supervisory Styles/Roles (S)
 Autocratic (S-A)
 High task / low maintenance
 Consultative (S-C)
 High task / high maintenance
 Participative (S-P)
 Low task / high maintenance
 Laissez-Faire (S-L)
 Low task / low maintenance

39. 12 - 39
Meeting Leadership SkillsMeeting Leadership Skills
Planning MeetingsPlanning Meetings
ConductingConducting
MeetingsMeetings
Handling TeamHandling Team
Problem MembersProblem Members
The success or
failure of meetings
rests primarily
with the leader
and interpersonal
communications

40. 12 - 40
Planning MeetingsPlanning Meetings
Objectives
Participants and assignments
Agenda
Date, time, and place
Leadership
The written plan

41. 12 - 41
Conducting MeetingsConducting Meetings
First meeting: orientation stage
Three parts of the meeting:
Objectives
Agenda
Summarize and review assignments
Leadership, group structure and dynamics,
and emotions

42. 12 - 42
Handling Team Problem MembersHandling Team Problem Members
Some of the problem members in a team are:
The silent member
The talker
The wanderer
The bored member
The arguer

43. 12 - 43
The Team Performance ModelThe Team Performance Model
ComponentsComponents
Team Performance is a function ( f ) of its structure, dynamics,
and development:
Team PerformanceTeam Performance Team StructureTeam Structure Team DynamicsTeam Dynamics
Team DevelopmentTeam Development
StageStagef + +
High Low  Leadership
 Composition
 Problem solving &
decision making
 Conflict
 Objectives
 Size
 Norms
 Cohesiveness
 Status
 Roles
 1. Orientation
 2. Dissatisfaction
 3. Resolution
 4. Production
 5. Termination

44. 12 - 44
Global Team DifferencesGlobal Team Differences
Level of teamwork varies
Asian countries (including Japan):
teamwork is considered very important
leadership and decision making are participative
group composition is not very diversified with shared norms
and cohesiveness
less conflict than within the U.S. and many European
countries
U.S. and many European countries:
there are fewer status differences

45. 12 - 45
Family Support SupervisionFamily Support Supervision
ScenariosScenarios
Traditional vs. Reflective
Strength-Based Supervision

46. 12 - 46
Supervision Models ComparedSupervision Models Compared
Traditional
Remediative Supervision
 Focuses on what’s wrong
 Relies on “super”-vision
 Fosters reliance on supervisor
 Hierarchical
 Give directives
 Provides structure for compliance
 Evaluation primarily summative
 Uses evaluation primarily for
accountability
 Uses investigative language
Strength-Based
Reflective Supervision
 Focuses on successes
 Encourages “inner”-vision
 Fosters self efficacy, autonomy
 Emphasizes collaboration
 Teaches and mentors
 Provides structure for staff
development
 Evaluation both formative &
summative
 Uses evaluation primarily as basis
of development plan
 Uses reflective language

47. 12 - 47
Theoretical Underpinnings
General Systems, Developmental, Adult Education, Justice
Guiding Principles
Competency-based, Strengths-based, Outcomes-oriented,
Evidence-based, Cultural Competence, Reflective Practice
Organizational and Individual Development
Context
Legal, Economic, Organizational, Social,
Technological, Ethical
Purpose of Supervision
Support mission of agency
Ensure quality of services
Foster worker professional growth/development
Prepare for supervisory succession
Domains of Responsibility
Case/Clinical Human Resources
Public and Community Relations Safety and Well Being
Competencies
General and Domain Specific
Conceptual Model of

48. 12 - 48
Human Resources &
Workforce Development
Case/Clinical
Supervision
Public &
Community
Relations
Safety &
Wellbeing
 Supervisory
Domains

49. 12 - 49
49
Administration
Education
Consultatio
n
Counseli
ng
Evaluatio
n
Supervisory
Functions

50. 12 - 50
6
Fundamentals of Group BehaviorFundamentals of Group Behavior
 Group
 two or more freely interacting people with shared
norms and goals and a common identity

51. 12 - 51
6
Formal and Informal GroupsFormal and Informal Groups
 Formal group
 formed by the organization.
 Informal group
 formed by friends

52. 12 - 52
6
Functions of Formal GroupsFunctions of Formal Groups
Organizational Functions
1. Accomplish complex, interdependent tasks
that are beyond the capabilities of individuals.
2. Generate new or creative ideas and solutions.
3. Coordinate interdepartmental efforts.
4. Provide a problem-solving mechanism for
complex problems requiring varied information
and assessments.
5. Implement complex decisions.
6. Socialize and train newcomers.

53. 12 - 53
6
Functions of Formal GroupsFunctions of Formal Groups
Individual Functions
1. Satisfy the individual’s need for affiliation.
2. Develop, enhance, and confirm the individual’s
self-esteem and sense of identity.
3. Give individuals an opportunity to test and share
their perceptions of social reality.
4. Reduce the individual’s anxieties and feelings of
insecurity and powerlessness.
5. Provide a problem-solving mechanism for
personal and interpersonal problems.

54. 12 - 54
6
Tuckman’s Five-Stage Theory of GroupTuckman’s Five-Stage Theory of Group
DevelopmentDevelopment
Figure 6-1

55. 12 - 55
6
Group DevelopmentGroup Development
Stage 1: Forming
 Group members tend to be uncertain and
anxious about their roles, whose in charge
and the group’s goals
 Mutual trust is low

56. 12 - 56
6
Group DevelopmentGroup Development
Stage 2: Storming
 Time of testing
 Individuals try to determine how they fit into
the power structure
 Procrastination may occur

57. 12 - 57
6
Group DevelopmentGroup Development
Stage 3: Norming
 Questions about authority and power are
resolved through unemotional, matter-of-fact
group discussion
 Group cohesiveness – “we feeling” binding
group members together

58. 12 - 58
6
Group DevelopmentGroup Development
Stage 4: Performing
 Activity focused on solving task problems
 Climate of open communication, strong
cooperation, and lots of helping behavior

59. 12 - 59
6
Group DevelopmentGroup Development
Stage 5: Adjourning
 Work is done
 Time to move on to other things

60. 12 - 60
6
Group Member RolesGroup Member Roles
 Roles
 expected behaviors for a given position
 Task roles
 task-oriented group behavior
 Keep the group on track
 Maintenance roles
 relationship-building group behavior
 Keep the group together

61. 12 - 61
6
Task and Maintenance RolesTask and Maintenance Roles

62. 12 - 62
6
NormsNorms
 Norms
 shared attitudes, opinions, feelings, or
actions that guide social behavior
 Ostracism
 rejection by other group members

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6
How Norms are DevelopedHow Norms are Developed
1. Explicit statements by supervisors or co-
workers
2. Critical events in the group’s history
3. Primacy
4. Carryover behaviors from past situations

64. 12 - 64
6
Question?Question?
What is a small group with complementary
skills who hold themselves mutually
accountable for common purpose?
A. Group
B. Huddle
C. Team
D. Platoon

65. 12 - 65
6
Teams, Trust, and TeamworkTeams, Trust, and Teamwork
 Team
 small group with complementary skills who hold
themselves mutually accountable for common
purpose, goals, and approach.

66. 12 - 66
6
TeamsTeams
 A group becomes a team when:
 Leadership becomes a shared activity
 Accountability shifts from strictly individual to
both individual and collective
 The group develops its own purpose or mission
 Problem solving becomes a way of life, not a
part-time activity
 Effectiveness is measured by the group’s
collective outcomes and products

67. 12 - 67
6
Developing Teamwork CompetenciesDeveloping Teamwork Competencies
 Helping the team understand its problem-
solving situation
 Helping the team get organized and
measure its performance
 Promoting a positive team environment
 Handling conflict
 Promoting one’s point of view appropriately

68. 12 - 68
6
Trust: A Key Ingredient of TeamworkTrust: A Key Ingredient of Teamwork
 Trust
 reciprocal faith in
other’ intentions and
behavior.

69. 12 - 69
6
Three Dimensions of TrustThree Dimensions of Trust
 Overall trust
 expecting fair play, the truth, and empathy
 Emotional trust
 having faith that someone will not misrepresent
you to others or betray you
 Reliableness
 believing that promises and appointments will be
kept and commitments met

70. 12 - 70
6
How to Build and Maintain TrustHow to Build and Maintain Trust
1. Communication
2. Support
3. Respect
4. Fairness
5. Predictability
6. Competence

71. 12 - 71
6
Self-Managed TeamsSelf-Managed Teams
 Self-managed teams
 groups of employees granted administrative
oversight for their work

72. 12 - 72
6
Indirect Influence Tactics ofIndirect Influence Tactics of
Self Managed TeamsSelf Managed Teams
 Relating
 Scouting
 Persuading
 Empowering

73. 12 - 73
6
TeamsTeams
 Cross-functionalism
 team made up of technical specialists from
different areas

74. 12 - 74
6
Effectiveness of Self ManagedEffectiveness of Self Managed
TeamsTeams
 Have a positive effect on productivity
 Have a positive effect on specific attitudes
relating to self-management
 No significant effect on general attitudes
 No significant effect on absenteeism or
turnover

75. 12 - 75
6
Question?Question?
What type of team uses information
technology to allow group members in
different locations to conduct business?
A. Psychic team
B. Virtual team
C. Fundamental team
D. Internet team

76. 12 - 76
6
Virtual TeamsVirtual Teams
 Virtual team
 information technology allows group members in
different locations to conduct business.

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6
Threats to Group and TeamThreats to Group and Team
EffectivenessEffectiveness
 Groupthink
 Janis’s term for cohesive in-group’s
unwillingness to realistically view alternatives.
Read an article on
groupthink

78. 12 - 78
6
Threats to Group and TeamThreats to Group and Team
EffectivenessEffectiveness
 Symptoms of groupthink
 Invulnerability
 Inherent morality
 Rationalization
 Stereotyped views of opposition
 Self-censorship
 Illusion of unanimity
 Peer pressure
 Mindguards

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6
Social LoafingSocial Loafing
 Social Loafing
 decrease in individual effort as group size
increases

80. 12 - 80
6
Reasons for Social LoafingReasons for Social Loafing
• Equity of effort
• Loss of personal accountability
• Motivational loss due to sharing of
rewards
• Coordination loss as more people perform
the task

81. © 2008 The McGraw-Hill Companies, Inc. All rights reserved
12 - 81
ChapterChapter
McGraw-Hill/Irwin
Chapter 14Chapter 14
UNDERSTANDING WORKUNDERSTANDING WORK
GROUPSGROUPS

82. 12 - 82
““Management Talk”Management Talk”
“Teams, training, and increased authority for workers are
key elements of quality-improvement efforts…To help
accomplish their objectives, teams are aided by
company-trained employees, who provide skills training
and serve as resources throughout all phases of the
teams’ work.”
 National Institute of Standards and Technology, describing its
1992 Malcolm Baldrige National Quality Award winner, AT&T
Network Systems Group (Lucent Technologies)

83. 12 - 83
ObjectivesObjectives
 Explain the difference between formal and informal
work groups
 Discuss group norms, group cohesiveness, and
group conformity
 Understand why individuals conform to group
norms
 Recognize the importance of work groups to an
organization
 Suggest ways to build effective work groups

84. 12 - 84
Understanding ManagementUnderstanding Management
When Lucent Technologies spun off from its
parent company, AT&T, it gained the freedom to
organize its workforce differently. Most Lucent
employees work in teams designed to foster
efficiency, creativity, and innovation. This
approach gives employees the flexibility to solve
problems and invent new products. In fact,
Lucent can boast of earning about two patents
per working day, as well as the Malcolm Baldrige
National Quality Award.

85. 12 - 85
Management SkillsManagement Skills
 Why would it be important for tam members
to receive continual training?
 If you were on a team responsible for
inventing a communications system, what
qualities would you appreciate in your team
members?

86. 12 - 86
Sec. 14.1: How Groups BehaveSec. 14.1: How Groups Behave
 Brainwrite/Brainstorm:
 What are the pros and cons of group work?
 What kinds of group work have you
experienced?

87. 12 - 87
What You’ll LearnWhat You’ll Learn
 The differences between formal and
informal work groups
 Why employees join informal work groups
 The factors that influence how groups
behave
 The meaning of “groupthink.”

88. 12 - 88
Why is this important?Why is this important?
“To supervise groups effectively, managers
must understand the dynamics of group
behavior”

89. 12 - 89
Groups Within OrganizationsGroups Within Organizations
 Two or more people who interact to meet a
shared goal
 A shared sense of purpose sets a group
apart from just a gathering of people

90. 12 - 90
Types of GroupsTypes of Groups
1. Formal Work Groups
 Exist for short or long period
of time
 Task Force
 A single goal to resolve a
problem or design a new
product
 Functional Group
 Consists of manager and all
the employees he or she
supervises in an ongoing
manner

91. 12 - 91
Types of GroupsTypes of Groups
2. Informal Work Groups
 Formed voluntarily by members of an organization
 Develop personal contact and interactions among
people
 Interest Groups
 Share a purpose or concern
 Women executives form a group to share ideas about
issues facing women in management
 The workplace is where socialization takes place
and friendships emerge
 Affects of Informal Work Groups
 Productivity
 Morale
 Success of Managers
 Sense of Loyalty
 Work for or against organizational goals

92. 12 - 92
Groups Within OrganizationsGroups Within Organizations
 Management does not recognize informal
groups that revolve around friendship, interests,
or shared working space and tasks.
 An understanding of informal groups can
improve managers’ work with formal work
groups
 Satisfaction from informal groups should be
duplicated in a formal work group environment

93. 12 - 93
Group NormsGroup Norms
 Informal rules a group adopts to regulate the
behavior of group members
 Expectations of group members to improve:
 Productivity levels
 Operating procedures
 Other work-related activities
 Group norms can be written, spoken, or acted out by
group members to show new members how to
behave

94. 12 - 94
Group BehaviorGroup Behavior
Group Cohesiveness
 Degree of attraction among group members, or who tightly knit a group is
 More Cohesiveness = Greater likelihood that Group Norms will be
followed
Factors affecting cohesiveness of informal work group
Size Small work groups
Success High Success
Status High Status
Outside Pressures
Conflicts with management increase group cohesiveness (Us Against
Them)
Stability of
Membership
Long-Standing Members
Communication Easy lines of communication in social Areas
Physical Isolation
Forces workers into close contact with each other and strengthens
bonds

95. 12 - 95
Group BehaviorGroup Behavior
 Group Conformity
 Degree to which group members accept
and follow group norms
 Group seeks to control members’
behavior for two reasons:
 Independent behavior can cause
disagreements that threaten a group’s
survival
 Consistent behavior creates an
atmosphere of trust that allows members
to work together and socialize
comfortably
 Individuals conform to group norms
when they are:
 Similar to personal attitudes, beliefs, and
behavior
 Do not agree with the group’s norms but
feel pressure to accept them

96. 12 - 96
Group BehaviorGroup Behavior
Group Pressure and Conformity
 Group pressure can break-down a group when one
member goes above and beyond the rest of the group
 (Case Study) A textile employee began to produce more than the
group norm of 50 units per day. After two weeks, the group started
to pressure this worker to produce less, and she quickly dropped to
the group’s level. After three weeks, all the members of the group
were moved to other jobs except for this worker. Once again, her
production quickly climbed to double the group norm.
 Why would the other workers try to slow their co-worker
down?
 Was it fair for other workers to try to slow her down?

97. 12 - 97
Group BehaviorGroup Behavior
 Groupthink
 When group members lose their ability to think as
individuals and conform at the expense of their good
judgment
 Members become unwilling to say anything against the group or
any member
 Groupthink members will justify any action, stereotype outsiders
as enemies of the group, and pressure unwilling members to
conform
 Groupthink is disruptive because it affects employees’
ability to make logical decisions
 Imagine that you are the new manager of a
department that has succumbed to groupthink.
What steps would you take to encourage individual
thinking?

98. 12 - 98
Extension Activity!!!Extension Activity!!!
 Have students write an opinion piece, act
out a workplace situation, or design a
cartoon illustrating the concept of
groupthink

99. 12 - 99
14. 1: Chapter Summary14. 1: Chapter Summary
 Organizations have two kinds of work groups,
formal and informal
 Informal work groups develop around friendship,
shared interests, or similar work responsibilities
 Informal groups have their own norms, are
cohesive, and develop ways to maintain conformity

100. 12 - 100
Sec. 14.2: Managing Formal GroupsSec. 14.2: Managing Formal Groups
 Review the explanation formal groups and
predict what role managers play in helping
formal groups succeed
 What qualities might be helpful to a manager
in the team building process?

101. 12 - 101
What You’ll LearnWhat You’ll Learn
 The importance of formal work groups
 How managers can influence group
cohesiveness and conformity
 Methods of encouraging teamwork in formal
groups
 The characteristics of successful group leaders
Why is this Important?
“Formal work groups are an important
way of organizing work and managers
must help them succeed.”

102. 12 - 102
The Importance of Formal WorkThe Importance of Formal Work
GroupsGroups
 Groups have more knowledge and information
than individuals
 Ease the process of communicating and solving
problems
 Creates more efficiency
 Managing groups effectively will enable a
company to:
 Improve production
 Maintain a competitive edge (advantage)
 Managers must overcome cultural and gender
differences

103. 12 - 103
Influencing Work GroupsInfluencing Work Groups
Hawthorne Effect – giving special attention to a
group of employees changes the employees’
behavior
 Job factor variance
 Employee pay
 Supervision
 Lighting
 Length of rest periods
 Number of hours worked

104. 12 - 104
Building Effective Work GroupsBuilding Effective Work Groups
“Managers are responsible for developing shared
values and group loyalty in formal work groups”
 Linking-Pin Concept
 Since managers are members of overlapping groups,
they link formal work groups to the total organization
 Managers improve communication and ensure that
organizational and group goals are met
 Managers themselves are the “linking pins”

105. 12 - 105
Building Effective Work GroupsBuilding Effective Work Groups
Team Building
 Process of establishing a cohesive group that works
together to achieve its goals
 Managers can encourage teamwork by:
 Selecting group members carefully
 Creating a positive work environment
 Building Trust
 Increasing Group Cohesiveness

106. 12 - 106
Building Effective Work GroupsBuilding Effective Work Groups
Creating Groups
 Identify qualified people
 Make the group attractive to these individuals
 Increase of pay
 Job Satisfaction
 Benefits that are provided just like an informal work
group
 Consider office layout and physical factors
affecting group’s ability to work together
successfully

107. 12 - 107
Building Effective Work GroupsBuilding Effective Work Groups
“You’ve got to pick a few people and really trust them.”
- Bill Gates, Microsoft
Building Trust
Sharing responsibility and making decisions together
Trust enables members to stick to the group norms
Managers must:
 Have faith in employees
 Recognize the interests of the organization, the group, and the
employees
 Become personally involved, take a real interest in group
members, share information, and exhibit honesty
What kinds of managerial problems might arise if
employees lose confidence or trust in a manager?

108. 12 - 108
Building Effective Work GroupsBuilding Effective Work Groups
Influencing Group Cohesiveness and Conformity
 Managers can affect formal group performance levels to
those individuals who are highly competitive and eager
to succeed by:
 Keeping groups small
 Selecting group members carefully
 Finding a good personality fit between new and old employees
 Developing an office layout that improves communication
 Creating clear goals
 Inspiring group competition
 Rewarding groups rather than individuals
 Isolating groups from each other

109. 12 - 109
Building Effective Work GroupsBuilding Effective Work Groups
“Whether on the court or off, what I call for in my
people is full awareness and attention.”
- Phil Jackson, Former Coach of the 6-time NBA
Champion Chicago Bulls
Jackson’s approach teaches individuals:
 To value the needs of the team
 To surrender their egos so that the end result is bigger
than the sum of its parts

110. 12 - 110
Quality CirclesQuality Circles
 A group of employees from a single work unit (such as a
department) who share ideas on how to improve quality
 Encourage employees in decision making
 Membership is usually voluntary
 Members share a common bond – performing similar tasks
 Encourages communication and trust among members and
managers
 Inexpensive way to provide employees with training while giving
them a sense of control over their work lives
 May solve problems that have been around for years
 “Me” becomes “Us” in a good quality circle

111. 12 - 111
Groups and LeadersGroups and Leaders
 Informal groups select a leader most capable
of satisfying the group’s needs
Gaining Acceptance
 Managers assigned to formal work groups
must work to gain acceptance as leaders
 What makes a good teacher, makes a good
manager?
 Know their subject well
 Communicate information effectively
 Treat students with respect
 Make fair judgments

112. 12 - 112
Groups and LeadersGroups and Leaders
Encouraging Participation
 Managers encourage participation and shared
responsibility, acting more like a coach than a
manager
 How does one encourage team spirit?
 Provide the group with a shared vision
 Lead by example (Attitude and Performance)
 Encourage group to listen and support all members
 Function within a cohesive group

113. 12 - 113
14. 2: Chapter Summary14. 2: Chapter Summary
 Formal work groups often lack the loyalty and
shared values that characterize informal groups, so
managers work hard to encourage participation
 Managers can build effective teams by selecting
the right candidates, building trust, and
encouraging group cohesiveness
 In order to be good team leaders, managers must
be accepted by the group, understand how to
provide a vision, and lead by example

114. 12 - 114
Managing ConflictManaging Conflict

115. 12 - 115
Why Conflict ArisesWhy Conflict Arises
Type “A” Personality
Vs.
Type “B Personality

116. 12 - 116
Type ”A” PersonalityType ”A” Personality
 Highly Competitive
 Strong Personality
 Restless when
inactive
 Seeks Promotion
Punctual
 Thrives on deadlines
 Maybe jobs at once

117. 12 - 117
Type “B” PersonalityType “B” Personality
 Works methodically
 Rarely competitive
 Enjoys leisure time
 Does not anger easily
 Does job well but
doesn’t need
recognition
 Easy-going

118. 12 - 118
Aggressive PeopleAggressive People
 Body language
 Stiff and straight
 Points, bangs tables to emphasize points
 Folds arms across body
 Verbal language
 “I want you to…”
 “You must…”
 “Do what I tell you!”
 “You’re stupid!”
Aggressive people
are basically
insecure….. Try to
avoid them.

119. 12 - 119
Submissive peopleSubmissive people
 Body Language
 Avoids eye contact
 Stooped posture
 Speaks quietly
 Fidgets
 Verbal Language
 “I’m sorry”
 “It’s all my fault”
 “Oh dear”
Submissive people
have a great sense
of inferiority

120. 12 - 120
Assertive PeopleAssertive People
 Body language
 Stands straight
 Appears composed
 Smiles
 Maintains eye contact
 Verbal language
 “Let’s”
 “How shall we do this?”
 “I think… What do you think?”


121. 12 - 121
Types of ConflictTypes of Conflict
 Within an individual
 Between two individuals
 Within a team of individuals
 Between two or more teams within an
organization

122. 12 - 122
Causes of conflictCauses of conflict
 Conflict of aims- different goals
 Conflict of ideas- different
interpretations
 Conflict of attitudes - different opinions
 Conflict of behavior- different behaviors
are unacceptable

123. 12 - 123
Stages of ConflictStages of Conflict
 Conflict arises
 Positions are stated and hardened
 Actions, putting into action their chosen
plan
 Resolution???

124. 12 - 124
Preventing ConflictPreventing Conflict
 Assess positive and negative personality
traits of people involved
 Determine personality type
 Aggressive
 Submissive
 Assertive
 Assess if people are introvert or
extroverts...

125. 12 - 125
Preventing ConflictPreventing Conflict
 Review past conflicts
 Assess communication skills of those
involved
 Read body language of participants

126. 12 - 126
Preventing ConflictPreventing Conflict
 Try to reduce conflict
 Realize that communication is colored by
personal experience, beliefs, fear,
prejudices
 Try to be neutral
 Plan the timing and place of the
conversation
 Realize that outside stress may add to
confrontation
 Eliminate/reduce external interruptions

127. 12 - 127
Preventing ConflictPreventing Conflict
 Manage the language used
 Neutral vs. loaded words
 Reduce technical language
 Allow for cultural differences in language
 Words may have different meanings for
different people…ask them to elaborate

128. 12 - 128
Aids to CommunicationAids to Communication
 Listen Actively
 Relax
 Observe body
language
 Develop interest in
others interests
 Ask for clarification
 Plan what you are
going to say
 Tailor words to
person
 Determine the best
timing
 Determine the best
place
 Why is the
conversation
necessary

129. 12 - 129
Personalities who cause conflictPersonalities who cause conflict
 Aggressor
 Passive
 Absentee
 Error prone
 Negative attitude
 Chatterbox
 Do nothing

130. 12 - 130
Personalities who cause conflictPersonalities who cause conflict
 Unreliable
 Time waster
 Resentful person

131. 12 - 131
WAC’em methodWAC’em method
What’s bothering you?
A -What do you want to Ask the
 person to do?
Check in to see if what you’ve asked
 for can happen

132. 12 - 132
Turning Challenges into
POSITIVE ACTION!

133. 12 - 133
ConflictsConflicts
 Intra-role ( uncertainty within individual)
 Extra-role (others perceive conflict)
 Personality and expectations
 Self-expectations and those of others
 Numerous individual or group expectations
 Poor Communication
 Type of Organizational Structure
 Human Factors
 Competition over limited resources

134. 12 - 134
Primary Sources of ConflictPrimary Sources of Conflict

135. 12 - 135
Other Sources of ConflictOther Sources of Conflict
 Direction
 Clarity
 Terminology
 Role Ambiguity
 Inaccurate Perceptions
 Intensity
 Issues of Equity
 CAREFUL PERSONNEL SELECTION

136. 12 - 136
Dealing with ConflictDealing with Conflict
 Compromise
 Consensus
 Avoidance
 Agree to Disagree
 Arbitration

137. 12 - 137
Role of Leader in Addressing ConflictRole of Leader in Addressing Conflict
 Diagnose
 Mediate
 Build Trust
 Know when to meet each party
separately
 Turn down the heat
 Establish facts
 Create Win/Win situations
 Establish a basis for compromise

138. 12 - 138
Conflict Resolution ContinuumConflict Resolution Continuum

139. 12 - 139
Avoiding
(Will it go
away?)
Avoiding
(Will it go
away?)
Obliging
(Accommodating)
Obliging
(Accommodating)
Dominating
(Force and
power to
resolve
conflict)
Dominating
(Force and
power to
resolve
conflict)
Integrating
(Cooperative,
both sides are
satisfied)
Integrating
(Cooperative,
both sides are
satisfied)
Compromising
(Each party gives
so each wins and
loses)
Compromising
(Each party gives
so each wins and
loses)
Conflict Management
Styles
Conflict Management
Styles

140. 12 - 140
Productive Group Work isProductive Group Work is
Based on…..Based on…..
Productive Group Work isProductive Group Work is
Based on…..Based on…..
Security
Trust
Value
Sharing of Goals
Cooperation and Teamwork
Commonalities and Diversity
Security
Trust
Value
Sharing of Goals
Cooperation and Teamwork
Commonalities and Diversity

141. 12 - 141
Structure of an EffectiveStructure of an Effective
MeetingMeeting
Structure of an EffectiveStructure of an Effective
MeetingMeeting
Purpose
Agenda
Advanced Planning
Setting (equipment, comfort)
Leading
Facilitating Participation and Discussion
Minutes
Purpose
Agenda
Advanced Planning
Setting (equipment, comfort)
Leading
Facilitating Participation and Discussion
Minutes

142. 12 - 142
Resolving ConflictResolving ConflictResolving ConflictResolving Conflict
Members state their conflicting
positions
Ask that group members state their
opponents’ position
Clarify with group members if conflict
still exist
Request that group members state why
their viewpoints continue to be valid
Ask for a position that posses a
compromise for the conflict or agree
that no resolution can be achieved
Members state their conflicting
positions
Ask that group members state their
opponents’ position
Clarify with group members if conflict
still exist
Request that group members state why
their viewpoints continue to be valid
Ask for a position that posses a
compromise for the conflict or agree
that no resolution can be achieved