Chapter 8 Leading Teams

TABLE OF CONTENT
 SUMMARY
 THE VALUE OF TEAMS
 THE DILEMMA FOR TEAM MEMBERS
 LEADING A TEAM TO HIGH
PERFORMANCE
 TEAM PROCESSES
 WHAT TEAM MEMBERS MUST
CONTRIBUTE
 LEADING A VIRTUAL TEAM
 HANDLING TEAM CONFLICT

SUMMARY
 This chapter explores a number of ideas
concerning the value of teams and team
leadership. Many leaders are called upon to
facilitate teams rather than manage direct-report
subordinates.
 Teams can be effective in providing the
coordination and information sharing needed to
accomplish interdependent tasks.
 Teams present a dilemma for many people.
Individuals have to give up their independence
and sometimes make sacrifices for the good of
the team. Other potential problems are free riders
and dysfunctional teams.

SUMMARY
 The team leader plays a big part in whether a
team achieves high performance. Five things
leaders provide that contribute to high
performance are compelling purpose and clear
objectives, clear roles and diversity of skills,
streamlined team size, decision authority over
how to achieve goals, and support and coaching.
 Teams go through stages of development and
change over time. Guiding a team through these
stages is an important part of team leadership.

SUMMARY
 Every team must possess the following
competencies: goal setting and performance
management, planning and coordination,
collaborative problem solving, communication,
and conflict resolution.
 Being a team leader is even more challenging
when people are scattered in different geographic
locations and may be separated by language and
cultural differences.
 All teams experience some conflict because of
scarce resources, goal conflicts, or power and
status differences.

SUMMARY
 Leaders try to balance conflict and cooperation
and use varied styles to handle conflict, including
the dominating style, avoiding style, compromising
style, accommodating style, and collaborating
style.
 One type of conflict management is negotiation.
Good leaders try to use integrative negotiation,
which is based on a win–win assumption, rather
than distributive negotiation, in which each party
strives to get as much as it can at the expense of
the other party.

LEARNING OUTCOME
After studying this chapter, you should be able
to:
 Turn a group of individuals into a
collaborative team that achieves high
performance through a shared mission and
collective responsibility.
 Identify challenges associated with
teamwork, and explain why people
sometimes have negative feelings about
working in a team.

LEARNING OUTCOME
 Lead a team to high performance by
providing a compelling purpose and clear
objectives, clarifying roles and
responsibilities, designing the team in terms
of size and diversity, giving team members
decision authority, and providing support
and coaching.

LEARNING OUTCOME
 Understand and handle the stages of team
development, and know how to promote
cohesiveness and shape productive team
norms.
 Understand the challenges and benefits of
virtual teams and the team leader behaviors
that contribute to virtual team effectiveness.
 Handle conflicts that inevitably arise among
members of a team.

THE VALUE OF TEAMS
 This chapter explores a number of ideas concerning
the value of teams and team leadership. Many
leaders are called upon to facilitate teams rather than
manage direct-report subordinates.
 Teams are valuable in organizations where work
is interdependent, which means that individuals
and departments rely on other individuals and
departments for information or resources in order
to accomplish their work.
 For interdependent tasks, a team ensures:
 Coordination
 Information sharing
 Exchange of materials

THE VALUE OF TEAMS
 Effective teams can provide
benefits for both
organizations and employees
through:
 Higher productivity
 Quality improvements
 Greater flexibility and
speed
 A flatter management
structure
 Increased employee
involvement and
satisfaction
 Lower turnover
Benefits
Of
Teams
Quality
improvements
Greater
flexibility and
speed
Flatter
management
structure
Increased
employee
involvement
and
satisfaction
Lower
turnover
Higher
productivity

WHAT IS A TEAM?
Participative Management
A team is a unit of two or more people
who interact and coordinate their work to
accomplish a shared goal or purpose for
which they are committed and hold
themselves mutually accountable.

TYPES OF TEAMS
Teams are found at every level of today’s
organizations. Organizations use various
types of teams to meet internal needs or
external challenges.

EVOLUTION OF TEAMS AND TEAM
LEADERSHIP
The three types of teams commonly used in organizations are Functional teams, Cross-departmental
teams and Self-directed teams.
Functional Team
• Grouping
individuals by
activity
• Leader centered
• Vertical or
command team
Cross-
Departmental Team
• Coordinates
across
organization
boundaries for
change projects
• Leader gives up
some power
• Special-purpose
team, problem-
solving team
Self-Directed Team
• Autonomous,
defines own
boundaries
• Member-
centered
• Self-managed
team
Need for traditional leadership Need for team leadership

ADVANTAGES OF SELF-DIRECTED
TEAMS
Self-directed teams cause increased job satisfaction as:
• People feel challenged.
• Work feels more meaningful.
• Workers have more control over their work lives.
• Workers have a stronger sense of identity with the organization.

THE VALUE OF TEAMS
Discussion Question
 What is the difference between a “team” and a
“group”? Describe your personal experience with
each.

THE VALUE OF TEAMS
Discussion Answer
 A team is a unit of two or more people who
interact and coordinate their work to accomplish a
shared goal or purpose for which they are
committed and hold themselves mutually
accountable. A team is a group of people, but the
two are not one and the same. Even a group of
employees whose work is related is not a team
unless the members share a common purpose
that requires them to depend on each other. In
addition, the concept of teamwork implies that
people sublimate their individual needs, desires,
and egos and synthesize their knowledge, skills,
and efforts toward accomplishing a common goal.
A professor or coach can put together a group of
people and never build a team.

THE VALUE OF TEAMS
Discussion Question
 Discuss the differences between a cross-
departmental team and a self-directed team. Do
you believe self-directed teams could be
effectively used in certain types of organizations?
Explain.

THE VALUE OF TEAMS
Discussion Answer
 A cross-departmental team is made up of
members from different departments within the
organization. Also referred to as
cross-functional teams, they are typically used
for projects that affect several departments and
therefore require that many views be
considered. Cross-departmental teams facilitate
information sharing across functional
boundaries, generate suggestions for
coordinating the departments represented,
develop new ideas and solutions for existing
organizational problems, and assist in
developing new practices or policies.

THE VALUE OF TEAMS
Discussion Answer
 Cross-departmental teams may gradually evolve into self-
directed teams. Self-directed teams are made up of
employees who work with minimum supervision and rotate
jobs to produce an entire product or service, or at least one
complete aspect or portion of a product or service. Self-
directed teams have access to information and resources
needed to perform a complete task and are empowered
with decision-making authority to take over duties such as
selecting new members, scheduling work or vacations, and
evaluating performance. Self-directed teams are typically
not completely autonomous, in that organizational leaders
set overall direction and monitor the team’s work on a
regular basis. Self-directed teams typically elect one of their
own to serve as team leader, and the leader may change
each year. Self-directed teams have been used effectively
in many different types of organizations. For example, at
Lockheed Martin’s Missiles and Fire Control division’s Pike
County Operations in Troy, Alabama, all employees work in
self-directed teams that set performance goals and make
decisions related to assembling and testing advanced
missile systems.

SELF_DIRECTED TEAMS
Video Time – “Self–managed Teams: An insider’s
story”
 In this video, Helen gives the inside view of
how self-managed teams work autonomously
with social support: how you organise without
a manager, being accountable to each other,
and how bringing your whole self to work
underpins everything.
 Helen Sanderson
 Helen Sanderson has been immersed in
the development of person-centred
thinking and planning in the UK over the
last fifteen years. Her PhD is on person
centred planning and organisational
change and she written over fifteen books
on person-centred thinking, planning,
community and personalisation. Helen
gave up the power of being a CEO to be
part of a self-managed team, and is
happier, more productive and has deeper
relationships with her colleagues.

DILEMMA FOR TEAM
MEMBERS
Team members face three primary dilemmas:
 We have to give up our independence.
 We have to put up with free riders.
 Free rider: A team member who attains
benefits from team membership but does
not actively participate in and contribute to
the team’s work; referred to as social
loafing.
 Teams are sometimes dysfunctional.

DILEMMA FOR TEAM MEMBERS
Dysfunction Attitudes and behaviors
Lack of trust People don’t feel safe to reveal mistakes, share concerns,
or express ideas.
Fear of conflict People go along with others for the sake of harmony; don’t
express conflicting opinions.
Lack of Commitment People can’t truly commit to decisions because they haven’t
contributed their true opinions and ideas.
Avoidance of
accountability
People don’t accept responsibility for outcomes; engage in
finger-pointing when things go wrong
Inattention to results Members put personal ambition or the needs of their
individual departments ahead of collective results

DILEMMA FOR TEAM
MEMBERS
Discussion Question
 How might an individual’s dilemma about
teamwork be intensified or reduced in a virtual
team? As a virtual team leader, what would you do
to manage these dilemmas?

DILEMMA FOR TEAM
MEMBERS
Discussion Answer
 Leaders can be more effective when they
understand three primary reasons teams
present a dilemma for people:
 We have to give up our independence.
 We have to put up with free riders.
 Teams are sometimes dysfunctional.
 Building team relationships and trust is the
biggest challenge faced by virtual team leaders.
Virtual team leaders have to trust people to do
their jobs without constant supervision, and
they learn to focus more on results than on the
process of accomplishing them. Too much
control can kill a virtual team, so leaders have
to give up most of their control and yet at the
same time provide guidance, encouragement,
support, and development.

DILEMMA FOR TEAM
MEMBERS
Discussion Answer (contd.)
 To be successful, virtual team leaders can
master the following skills:
 Select the right team members.
 Start off right.
 Use technology to build relationships.
 Agree on ground rules.

DILEMMA FOR TEAM MEMBERS
Video Time – “Patrick Lencioni The 5 dysfunctions of a
team”
 In this video, Patrick describes the five
dysfunctions generally exhibited by teams
in an organization at some point of time.
You need to be able to recognize it, so
you can do things to help your team to
minimize these behaviors.
 Patrick Lencioni
 Patrick is president of The Table Group,
a management consulting firm
specializing in executive team
development and organizational health.
He has worked with senior executives
and executive teams in organizations
ranging from Fortune 500s and high
tech start-ups to universities and non-
profits. He also gives talks on
leadership, organizational change,
teamwork and corporate culture.

LEADING A TEAM
TO HIGH
PERFORMANCE

ELEMENTS TO LEAD A TEAM TO
HIGH PERFORMANCE
Compelling
purpose, clear
objectives, and
explicit metrics
Support and
coaching
Decision
authority over
how to achieve
goals
Streamlined
team size
Diversity of
skills and
unambiguous
roles

LEADING A TEAM TO HIGH
PERFORMANCE
Discussion Question
 Which of the five elements of high-performance
teams do you think would be most difficult for a
leader to implement in a virtual team?

PERFORMANCE
Discussion Answer
 A virtual team is made up of geographically or
organizationally dispersed members who share
a common purpose and are linked primarily
through advanced information and
telecommunications technologies. Despite their
potential benefits, there is growing evidence
that virtual teams are often less effective than
teams whose members meet face to face.
Building team relationships and trust is the
biggest challenge faced by virtual team leaders.

PERFORMANCE
 Out of the five elements of high-performance
teams, supporting and coaching team members
might prove to be the most difficult one to
implement in a virtual team. Soft leadership
skills concerned with building positive
relationships are especially important for
creating a high-performance team. Team
effectiveness, productivity, and learning are
strengthened when team leaders provide
support to team members, reinforce team
identity and meaning, work to maintain trusting
interpersonal relationships and group
cohesiveness, and offer coaching to enhance
members’ self-leadership skills. This may be
difficult because team members do not
regularly interact with each other face to face.

PERFORMANCE
Discussion Question
 The chapter suggests that very small teams (say,
three to six members) perform better, and most
people prefer to work in small teams. However,
many companies use teams of 100 or more
people to perform complex tasks, such as creating
and developing a new product. Do you think a unit
of that size can truly function as a team?

PERFORMANCE
Discussion Answer
 Although most researchers agree there is no
optimal team size, teams function best when
they contain just enough members to perform
the job, and most experts recommend that
teams should err on the side of having too few
members rather than too many. Much research
has shown that small teams (six or fewer
members) perform better than large ones.
Members of small teams typically ask more
questions, exchange more opinions, and exhibit
more cooperative behavior. In addition, people
in small teams report higher motivation, more
job satisfaction, and a greater sense of
belonging and cohesiveness. A Gallup poll in
the United States found that 82 percent of
employees agree that small teams are more
productive.

LEADING A TEAM TO HIGH PERFORMANCE
Read an Article
 It is critical that leaders
understand how each
member will complement the
others as well as how to
cultivate shared values and
open communication to form
high-performance teams.
 Read an article entitled
“13 Characteristics Of A
High-Performing Team”

TEAM PROCESSES
Team processes refer to the dynamics
that change over time and can be
influenced by leaders.

FIVE STAGES OF TEAM
DEVELOPMENT
Teams develop over several stages. These stages typically occur in
sequence, although there can be overlap.
Orientation,
breaking
the ice
Conflict,
disagreement
Establishment
of order and
cohesion
Cooperation,
problem
solving
Task
completionNorming
Forming
Performing
Storming
Adjourning
Sources: Based on the stages of small group development in Bruce W. Tuckman, ‘‘Developmental Sequence in Small Groups,’’ Psychological
Bulletin 63 (1965), pp. 384–399; and B. W. Tuckman and M. A. Jensen, ‘‘Stages of Small Group Development Revisited,’’ Group and
Organizational Studies 2 (1977), pp. 419–427.

TEAM PROCESSES
Discussion Question
 Describe the stages of team development. How
would you facilitate a team’s development through
each stage?

TEAM PROCESSES
Discussion Answer
 Research suggests that teams develop over several
stages. These stages typically occur in sequence,
although there can be overlap.
 Forming. The forming stage of development is a period
of orientation and getting acquainted. The leader’s
challenge at this stage of development is to facilitate
communication and interaction among team members to
help them get acquainted and establish guidelines for
how the team will work together. It is important at this
stage for the leader to make everyone feel comfortable
and like a part of the team.
 Storming. During the storming stage, individual
personalities emerge more clearly. The leader’s role
during the storming stage is to encourage participation by
each team member and help people find their common
vision and values.

TEAM PROCESSES
 Norming. At the norming stage, conflict has been
resolved and team unity and harmony emerge. This stage
is usually short and moves quickly into the next stage.
The team leader should emphasize openness within the
team and continue to facilitate communication and clarify
team roles, values, and expectations.
 Performing. The major emphasis in this stage is on
accomplishing the team’s goals. The team leader should
concentrate on facilitating high task performance and
helping the team self-manage to reach its goals.
 Adjourning. The adjourning stage occurs in committees
and teams that have a limited task to perform and are
disbanded afterward. The emphasis is on wrapping up
and gearing down. Task performance is no longer a top
priority, and leaders frequently focus on team members’
social and emotional needs. The leader may signify the
team’s disbanding with a ritual or ceremony, perhaps
giving out certificates or awards to signify closure and
completeness.

TEAM COHESIVENESS
The extent to which members are
attracted to the team and motivated to
remain in it

DETERMINANTS OF COHESIVENESS
Leaders can use several characteristics of team structure and context to
influence cohesiveness.
Determinants
of
Cohesiveness
Presence of
competition
Personal
attraction to
the team
Shared
goals
Team
interaction

CONSEQUENCES OF
COHESIVENESS
The beneficial outcome of team cohesiveness can fall into two
categories—morale and performance.
 Greater productivity
 Better member satisfaction
 Greater employee energy
and creativity
 Can decrease performance
• Groupthink: The
tendency of people in
cohesive groups to
suppress contrary
opinions
 Higher morale
 Increased communication
among members
 Friendly team climate
 Maintenance of
membership
 Loyalty
 Member participation in
team decisions and
activities
MORALE PERFORMANCE

TEAM COHESIVENESS
Discussion Question
 Discuss the relationship between team
cohesiveness and performance. As a leader, can
you think of specific ways you would encourage
norms of cohesiveness and collaboration?

TEAM PROCESSES
Discussion Answer
 Team cohesiveness is defined as the extent to
which members are attracted to the team and
motivated to remain in it. Members choose to
remain in a team because they believe in the
goals and objectives of the team. The outcome
of team cohesiveness can fall into two
categories—morale and performance. As a
general rule, morale is higher in cohesive
teams because of increased communication
among members. With respect to performance,
studies suggest that teams in which members
share strong feelings of connectedness and
generally positive interactions tend to perform
better. Thus, a friendly, positive team
environment contributes to productivity as well
as member satisfaction. Cohesive teams
unleash enormous amounts of employee
energy and creativity.

TWO WAYS TEAM NORMS DEVELOP
Primary
first
behaviors
Explicit
leader
statements
Team
Norms
 Primary first behaviors:
Norms begin to develop in the
first interactions among
members of a new team, so first
behaviors often set a precedent
for how the team will interact.
 Explicit leader statements:
Leaders influence norms by
making explicit statements
about the desired team
behaviors.

TEAM NORMS
An informal standard of conduct
that is shared by team members and
guides their behavior

LEADING A TEAM TO HIGH PERFORMANCE
Read an Article
 Global organizations are
increasingly incorporating the use
of high-performance teams to
deploy complex business
strategies.
 A characteristic commonly seen in
high-performance teams is
cohesiveness, a measure of the
attraction of the group to its
members. Highly cohesive teams
will be more cooperative and
effective in achieving the goals
they set for themselves.
 Read an article entitled “High-
performance Teams:
Understanding Team
Cohesiveness”

TEAM COMPETENCIES
Goal setting and performance management
Planning and coordination
Collaborative problem solving
Communication
Conflict resolution

TEAM MEMBER ROLES
• Initiate ideas
• Give opinions
• Seek information
• Summarize
• Energize
Task-specialist role
• Encourage
• Harmonize
• Reduce tension
• Follow
• Compromise
Socioemotional role
 Task-specialist role -
Associated with behaviors
that help the team
accomplish its goal.
 Socioemotional role -
Associated with behaviors
that maintain people’s
emotional well-being and
strengthen the social identity.
 People tend to take on
different roles based on their
personalities and interests.

TEAM MEMBER ROLES
Discussion Question
 Think about a team you have participated in to do
a class project or a sports team on which you
participated. Can you identify members who
played a task-specialist role and those who played
a socioemotional role? What behaviors were
associated with each?

TEAM MEMBER ROLES
Discussion Answer
 The task-specialist role is associated with
behaviors that help the team accomplish its
goal. People who play a task-specialist role
initiate ideas, give opinions, seek information,
summarize, and energize.
 The socioemotional role includes behaviors
that maintain people’s emotional well-being and
strengthen the social identity. People who adopt
a socioemotional role encourage, harmonize,
reduce tension, follow, and compromise.

TEAM COMPETENCIES
Read an Article
 Organizations and leaders usually
spend a lot of time on developing
leadership competencies, core
competencies and job-related
competencies, but building team
competencies is equally important.
 As teams do the most important
work in an organization, developing
the team’s core competencies will
help the team perform better.
 Read an article entitled “Building
Core Team Competencies”

VIRTUAL TEAMS AND GLOBAL TEAMS
Virtual team
• Team made up of geographically or organizationally dispersed
members who share a common purpose and are linked primarily
through advanced information technologies
Global team
• Team made up of culturally diverse members who live and work
in different countries and coordinate some part of their activities
on a global basis

DIFFERENCES BETWEEN
CONVENTIONAL, VIRTUAL, AND
GLOBAL TEAMS
Type of
Team
Spatial
Distance
Communications Member
Cultures
Leader
Challenge
Conventional Colocated Face-to-face Same High
Virtual Scattered Mediated Same Higher
Global Widely
scattered
Mediated Different Very high

USES OF VIRTUAL TEAMS
 Virtual teams may be temporary cross-
departmental teams that work on specific
projects, or they may be long-term, self-
directed teams.
 One of the primary advantages of virtual
teams is the ability to rapidly assemble the
most talented group of people.
 Virtual teams can save employees’ time and
cut travel expenses.

SKILLS OF A SUCCESSFUL
VIRTUAL TEAM LEADER
Select the right team members
Start off right
Use technology to build relationships
Agree on ground rules

LEADING A VIRTUAL TEAM
Video Time – “Managing Cross Cultural Remote Teams”
 In this talk, Ricardo talks about the every
day complexities of working remotely and
managing a team of 30 people from very
different cultures and backgrounds. He
discusses the benefits like better
productivity as well as the challenges of
working remotely like time management
and language barriers.
 Ricardo Fernandez
 Ricardo has been working remotely
with several companies and teams
from many different countries for the
past 10 years . He works remotely as
Chief Marketing and Sales Officer for
Prodigy Finance.

CONFLICT
Antagonistic interaction in which one
party attempts to thwart the intentions
or goals of another

TYPES OF CONFLICT
Task conflict
• Disagreement among people about the goals to be achieved or the
content of the tasks to be performed.
• Beneficial for teams because it leads to better decision making and
problem solving.
Relationship conflict
• Personal incompatibility that creates tension and feelings of personal
animosity among people.
• Associated with negative consequences for team effectiveness.

CAUSES OF CONFLICT
Competition for resources
Different goals
Lack of clear roles and responsibilities

BALANCE CONFLICT
WITH COOPERATION
Moderate
Amount of Conflict
Low High
Low
High
TeamPerformance
Source: From Richard L. Daft, Management 11th ed. (Mason, OH: Southwestern/Cengage Learning, 2014), p. 615.

A MODEL OF STYLES
TO HANDLE CONFLICT
Dominating
(My Way)
Collaborating
(Our Way)
Avoiding
(No Way)
Accommodating
(Your Way)
Compromising
(Half Way)
Cooperativeness CooperativeUncooperative
Assertiveness
Assertive
Unassertive
Sources: Based on Kenneth Thomas, ‘‘Conflict and Conflict Management,‘‘ in Handbook of Industrial and Organizational Behavior, ed. M. D.
Dunnette (New York: John Wiley, 1976), p 900; and Nan Peck, ‘‘Conflict 101: Styles of Fighting,’’ North Virginia Community College Website,
September 20, 2005, www.nvcc.edu/home/npeck/conflicthome/conflict/Conflict101/conflictstyles.htm (accessed April 13, 2011)

HANDLING TEAM
CONFLICT
Discussion Question
 What style of handling conflict do you typically
use? Can you think of instances where a different
style might have been more productive?

HANDLING TEAM
CONFLICT
Discussion Answer
 The five styles of handling conflict are
 The dominating style (my way) reflects
assertiveness to get one’s own way and should be
used when quick, decisive action is vital on
important issues or unpopular actions, such as
during emergencies or urgent cost cutting.
 The avoiding style (no way) reflects neither
assertiveness nor cooperativeness. It is appropriate
when an issue is trivial, when there is no chance of
winning, when a delay to gather more information is
needed, or when a disruption would be costly.
 The compromising style (half way) reflects a
moderate amount of both assertiveness and
cooperativeness. It is appropriate when the goals
on both sides are equally important, when
opponents have equal power and both sides want
to split the difference, or when people need to arrive
at temporary or expedient solutions under time
pressure.

HANDLING TEAM
CONFLICT
 The accommodating style (your way) reflects
a high degree of cooperativeness, which
works best when people realize that they are
wrong, when an issue is more important to
others than to oneself, when building social
credits for use in later discussions, and when
maintaining harmony is especially important.
 The collaborating style (our way) reflects
both a high degree of assertiveness and
cooperativeness. The collaborating style
enables both parties to win, although it may
require substantial bargaining and
negotiation.

NEGOTIATION
People engage in give-and-take
discussions and consider various
alternatives to reach a joint decision
that is acceptable to both parties

WAYS TO NEGOTIATE
• Cooperative approach to negotiation in which conflicting
parties try to reach a win–win solution
Integrative negotiation
• Adversarial negotiation in which conflicting parties compete to
win the most resources and give up as little as possible
Distributive negotiation

RULES FOR REACHING
A WIN–WIN SOLUTION
Achieving a win–win solution through integrative negotiation
is based on four key strategies:
 Separate the people from the problem
 Focus on underlying interests, not current demands
 Demands create yes-or-no obstacles to effective
negotiation
 Underlying interests present problems that can be
solved creatively
 Listen and ask questions
 Insist that results be based on objective standards

NEGOTIATION
Discussion Question
 If you were the leader of a team developing
a new computer game, how might you apply
negotiation to resolve a conflict between two
strong-willed members related to which
features to include in the game?

NEGOTIATION
Discussion Answer
 One distinctive type of conflict management is negotiation,
whereby people engage in give-and-take discussions and
consider various alternatives to reach a joint decision that is
acceptable to both parties. Negotiation is typically used when a
conflict is formalized, such as between a union and management.
Conflicting parties may embark on negotiation from different
perspectives and with different intentions, reflecting either an
integrative approach or a distributive approach.
 Integrative negotiation is based on a win–win assumption, in that
all parties want to come up with a creative solution that can benefit
both sides. Rather than viewing the conflict as a win–lose
situation, people look at the issues from multiple angles, consider
trade-offs, and try to “expand the pie” rather than divide it. With
integrative negotiation, conflicts are managed through cooperation
and compromise, which fosters trust and positive long-term
relationships. Distributive negotiation, on the other hand, assumes
the “size of the pie” is fixed, and each party attempts to get as
much of it as they can. One side wants to win, which means the
other side must lose. With this win–lose approach, distributive
negotiation is competitive and adversarial rather than
collaborative, and it does not typically lead to positive long-term
relationships.

TEAM COMPETENCIES
Read an Article
 Leaders of all organizations- small,
medium or large are constantly
engaged in some kind of negotiation,
whether it's with their partners or
team members. Negotiations should
be fair and well-balanced, in a way
that benefits all parties involved in
the deal in the long term.
 A negotiation is about two or more
parties discussing their interests and
creating an exchange to create
mutual benefits for each other
making it a win-win situation for all
the parties.
 Read an article entitled
“Successful Strategies For A Win-
Win Negotiation”

KEY TERMS AND CONCEPTS
 Team: a unit of two or more people who
interact and coordinate their work to
accomplish a shared goal or purpose.
 Functional team: a team made up of a
supervisor and subordinates in the formal
chain of command.
 Cross-departmental team: team made
up of members from different functional
departments within an organization.
 Special-purpose team: team that
focuses on a specific purpose of high
importance and disbands once the project
is completed; sometimes called a project
team.
 Self-directed teams: teams made up of
members who work with minimum
supervision and rotate jobs to produce a
complete product or service.
 Free rider: a team member who attains
benefits from team membership but does
not actively participate in and contribute to
the team’s work.
 Forming: stage of team development that
includes orientation and getting
acquainted.
 Storming: stage of team development in
which individual personalities and conflicts
emerge.
 Norming: stage of team development in
which conflicts have been resolved and
team unity emerges.
 Performing: stage of team development
in which the major emphasis is on
accomplishing the team’s goals.

 Adjourning: stage of team development
that occurs in committees and teams that
have a limited task to perform; the
emphasis is on wrapping up, gearing
down, and signifying closure.
 Team cohesiveness: the extent to which
members are attracted to the team and
motivated to remain in it.
 Groupthink: the tendency of people in
cohesive groups to suppress contrary
opinions.
 Team norm: an informal standard of
conduct that is shared by team members
and guides their behavior.
 Task-specialist role: team role
associated with initiating new ideas,
evaluating the team’s effectiveness,
seeking to clarify tasks and
responsibilities, summarizing facts and
ideas for others, and stimulating others to
action.
 Socioemotional role: team role
associated with facilitating others’
participation, smoothing conflicts, showing
concern for team members’ needs and
feelings, serving as a role model, and
reminding others of standards for team
interaction.
 Virtual team: team made up of
geographically or organizationally
dispersed members who share a common
purpose and are linked primarily through
advanced information technologies.

 Global team: teams made up of culturally
diverse members who live and work in
different countries and coordinate some
part of their activities on a global basis.
 Conflict: antagonistic interaction in which
one party attempts to thwart the intentions
or goals of another.
 Task conflict: disagreement among
people about the goals to be achieved or
the content of the tasks to be performed.
 Relationship conflict: personal
incompatibility that creates tension and
feelings of personal animosity among
people.
 Integrative negotiation: a cooperative
approach to negotiation in which
conflicting parties try to reach a win–win
solution.
 Distributive negotiation: adversarial
negotiation in which conflicting parties
compete to win the most resources and
give up as little as possible.

Chapter 8 Leading Teams

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Chapter 8 Leading Teams