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Copyright © 2018 Pearson Education, Inc.
Making the Team A Guide for Managers 6th
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CHAPTER 2
Designing the Team
OVERVIEW
This chapter challenges students to think about how to build teams in terms of
designing the task, selecting the people, and then managing their relationships. One
suggestion is to challenge students in the class—either in small groups, individually,
or as an entire class—with realistic situations that require teamwork. For example,
ask students how they would compose a team for completing a course project in terms
of the three dimensions listed above. For example, the topic of diversity could
represent a complete lecture in itself. Challenge students to come up with “diversity
policies” as if they were recruiting team members for important projects. Then, ask
them to select members (from the class) based upon the dimensions they deem
important. Challenge students to debate the tension between the benefits of building
a diverse team and a “cohesive” team.
LECTURE OUTLINE
I. TEAM DESIGN
A. It is more important to have a well-designed team than a team with a
good leader.
B. Three key aspects that form the internal system of teamwork:
1. Defining the goal
2. Selecting the team
3. Managing the process
II. DEFINE THE GOAL
A. Teams that plan or develop performance strategies usually perform better.
B. Ends vs. means
1. Common errors:
a) Launching into actions without a thoughtful discussion of purpose
b) Excessive focus on how a team should function
2. Team goals should:

11
a) Be clear and simple
b) Specify ends but not means
3. Difficult goals yield considerably higher team performance compared with
nonspecific goals.
C. Performance vs. learning goals
1. High-performance orientation – reflects a desire to gain positive
judgments on performance
2. High-learning orientation – a desire to understand or become more
competent at something
3. Performance-prove goal orientation – motivation technique that drives
people to outperform others
D. Promotion vs. prevention goals
1. Promotion goals – goal is to achieve desired positive outcome
2. Prevention goals – goal is to avoid negative outcomes
3. Regulatory fit – pursue a goal in a strategic way that aligns with the
team’s chronic goal orientation
E. Goal fit – congruence between the group and its members about the goals
F. Pre-planning vs. on-line planning
1. Task-focused planning focuses on work goals and task-specific
performance requirements.
2. Teamwork-focused planning spotlights interpersonal interaction
requirements and team member capabilities.
3. Preplanning – planning before actually performing the task
4. Online planning – planning during the task itself
G. Timelines and time pressure
1. Differences in how team members think about time can dramatically affect
team process and outcomes. Such differences include:
a) Time urgency
b) Time perspective
c) Polychronicity
d) Pacing style
2. Effects of temporal leadership on team performance
3. Teams adapt to the constraints presented to them.
H. Capacity problems vs. capability problems
1. Capacity problems – not enough time to do all required tasks
2. Capability problems – task is too difficult, even when there is time
to do it
3. The Attentional Focus Model (AFM) – predicts how time pressure will
affect team performance

12
III. SELECTING TEAM MEMBERS
A. Two key errors that leaders often make when selecting team members:
1. Make the team too big – overstaffing bias
2. Make the team too homogenous
B. Member-initiated team selection
C. Optimal team size
1. Generally teams should be less than 10 members
2. Team-scaling fallacy -- as team size increases, people increasingly
underestimate the number of labor hours required to complete projects
3. Disadvantages of an overgrown team
4. Advantages of smaller teams
5. Overstaffing bias
D. Skills, talents, abilities
1. Important skills to consider when forming any team: (Exhibit 2-1)
a) Technical or functional expertise
b) Task-management skills
c) Interpersonal skills
E. Roles and responsibilities
1. People occupy one of six different team roles: (Exhibit 2-2)
a) Organizer
b) Doer
c) Challenger
d) Innovator
e) Team builder
f) Connector
2. Backing up behavior – the discretionary provision of resources and task-
related effort to another member of one’s team that is intended to help that
team member obtain the goals as defined by her/his role
F. Diversity
1. Types of diversity:
a) Social category diversity
b) Value diversity
c) Informational diversity
2. Degrees of diversity:
a) Extreme b)
Moderate
c) Hybrid or faultline
3. Objective vs. perceived diversity

13
a) Objective diversity – the actual compositional attributes of a group
b) Perceived diversity – people’s objective understanding of the
differences in their group
4. Diversity and team performance
a) Reflexivity – members discussing how they work as a team
b) Teams benefit from multiple sources of informational diversity
5. Minority influence
6. Building a diverse team
7. Valuing diversity
8. How much diversity?
9. Conflict
10. Solos and tokens
IV. PROCESSES: HOW TO WORK TOGETHER
A. Task vs. outcome interdependence
1. Three types of task interdependence: (Exhibit 2-3)
a) Pooled interdependence
b) Sequential interdependence
c) Reciprocal interdependence
2. Egalitarian values vs. meritocratic values
a) Egalitarian values – a desire to create a shared sense of membership
b) Meritocratic values – individuals are motivated to demonstrate their
unique abilities to other group members
B. Transition and action processes
1. Process shifts
2. Types of process shifts:
a) Mission analysis
b) Goal specification
c) Tactical Strategy
d) Operational strategy
e) Action process
C. Structure
1. Team structure – how clearly a group’s processes are articulated by
team leaders and adhered to by team members
D. Norms – shared expectations that guide behavior in groups
1. Development and enforcement
a) Using scripts

14
b) Unfavorable norm development
c) Introducing favorable norms
2. Norm violation
a) Consequences of and responses to norm violation
3. Changing norms
E. Team coaching
1. Three distinct features involved in coaching:
a) Functions
b) Timing
c) Conditions
2. Types of coaching (Exhibit 2-4)
a) Educational
b) Motivational
c) Consultative
3. For coaching to be effective, four conditions must be met:
a) Team performance processes that are essential for success must be
relatively unconstrained (i.e. expertise, engagement, execution).
b) Team must be well designed and organizational context supportive.
c) Coaching behaviors should focus on salient task performance
processes.
d) Coaching interventions should be introduced when team is ready and
able to incorporate changes.
V. CHAPTER CAPSTONE
KEY TERMS
Attentional Focus Model (AFM) A model of how time pressure affects team
performance
backing-up behavior When a team member takes on tasks or
responsibilities that are assigned to another
team member to help him/her achieve his/her
goals
capability problems A team performance issue that occurs when a
task is difficult and therefore requires more
extensive processing of information. This leads
to a slower rate of production for the team.
capacity problems A team performance issue that occurs when
there is not enough time to do all of the tasks
required, although each task itself is easy

15
consultative coaching Coaching that focuses on how best to integrate
team members’ strengths and abilities
educational coaching Coaching that focuses on ability, knowledge,
and skill improvements
egalitarian values A belief in human equality, especially with
respect to social, political, and economic rights
and privileges
faultline The extreme category differences that can split
a group into subgroups and provide an informal
structure for intragroup conflict
goal fit Refers to the congruence between group
members and the group with respect to goals
high-performance orientation The desire to understand something novel or to
increase competence in a task
high-learning orientation The desire to gain favorable judgments of
performance or avoid negative judgments of
competence
informational diversity Differences in knowledge bases and
perspectives among team members.
interpersonal congruence The degree to which we see ourselves as
others see us
motivational coaching Coaching that focuses on how to enhance
involvement with the team
meritocratic values A phenomenon where individuals are motivated
to demonstrate their unique abilities to other
group members
norms Shared expectations that guide behavior in
groups
objective diversity Differences in actual compositional attributions
of a group
online planning Planning for what work needs to be done and
how to do that work during the task itself
overstaffing bias A bias that occurs when team leaders are
asked whether their teams could ever become
too small or too large; most managers are

16
biased to say that overstaffing is less possible
due to their perceived workload
perceived diversity Team members’ subjective understanding of
differences in their group
performance-prove Goal orientation that drives people to
outperform others
pooled interdependence A working situation in which group members
work independently and then pool their results
and resources
promotion goals Chronic goal orientation that pushes people to
achieve desired positive outcomes
prevention goals Chronic goal orientation that directs a team
member to avoid negative outcomes
process shifts Points in time when teams complete one focal
process and change to another
reciprocal interdependence A working situation in which every member is
dependent upon others at all levels, and highly
interdependent as a result
reflexivity Members discuss how they work as a team
regulatory fit When team members pursue a goal in a way
that aligns with their chronic goal orientation
script A highly prescriptive sequence of behaviors that
dictate appropriate behavior in any given
situation
sequential interdependence The classic assembly-line or division of labor:
each member of the team has a particular skill
or task to perform and is more interdependent
social category diversity Explicit differences among group members in
social category membership such as race,
gender, and ethnicity.
taskwork focus Team focus on prioritizing work goals and task-
specific performance requirements
team coaching The direct interaction with a team intended to
help members make coordinated and task-
appropriate use of their collective resources in
accomplishing the team’s work

17
team scaling fallacy The phenomenon that as team size increases,
people increasingly underestimate the number
of labor hours required to complete projects
team structure How clearly the group’s processes are
articulated by team leaders and the extent to
which they are closely adhered to by team
members
teamwork focus Team focus on interpersonal interaction
requirements and team member capabilities
temporal leadership A team orientation to optimize the time-related
aspects of their work
theory of the strategic core This theory holds that certain team roles are
more important for team performance, and the
characteristics of the role holders in these
“core” roles are more important than others for
overall team performance.
token A person of a certain gender, race, or other
demographic that is typically underrepresented
in the organization and often historically
disadvantaged
value diversity Team members differ in terms of what they
think the group’s real task, goal, or mission
should be
SUGGESTED READINGS AND EXERCISES
BOOK: Arrow, H., & Burns, K. (2004). Self-organizing culture: How norms
emerge in small groups. In M. Schaller & C.S. Crandall (Eds.), The
psychological foundations of culture. Mahwah: NJ: Lawrence
Erlbaum.
The authors show how questions about the origins and evolution of
culture can be fruitfully answered through rigorous and creative
examination of fundamental characteristics of human cognition,
motivation, and social interaction. They review recent theory and
research that, in many different ways, points to the influence of basic
psychological processes on the collective structures that define
cultures. These processes operate in all sorts of different populations,
ranging from very small interacting groups to grand-scale masses of
people occupying the same demographic or geographic category. The
cultural effects--often unintended--of individuals' thoughts and actions
are demonstrated in a wide variety of customs, ritualized practices,

18
and shared mythologies: for example, religious beliefs, moral
standards, rules for the allocation of resources, norms for the
acceptable expression of aggression, gender stereotypes, and
scientific values.
BOOK: Hackman, J. R. (2002). Leading teams: Setting the stage for great
performances. Boston: Harvard Business School Press.
BOOK: Jackson, S. E., & Ruderman, M. N. (Eds.) (1995). Diversity in Work
Teams. Washington, D.C.: APA.
This book explores how diversity affects one of the most popular
management strategies used in business today: the formation of
employee work teams. Work teams ideally operate to maximize
flexibility, creativity, and productivity in a business environment.
Frustrating this effort, however, is the increasing level of diversity
found in the American workplace, which often heightens the difficulty
of getting people to work together effectively. The authors of this
volume argue that organizations must learn to understand and adjust
to workplace diversity, because many of the specific assets and
liabilities of work teams arise directly out of the diverse talents and
perspectives of teams’ individual members.
BOOK: LaFasto, F. M. J., & Larson, C. E. (2001). When teams work best:
6,000 team members and leaders tell what it takes to succeed.
Newbury Park, CA: Sage.
BOOK: Schein, E. H. (1969). Process Consultation: Its Role in Organization
Development. Reading, Massachusetts: Addison-Wesley Publishers.
BOOK: Spector, R., McCarthy, P.D. (2012). The Nordstrom Way to Customer
Service Excellence: The Handbook for Becoming the “Nordstrom” of
your Industry (2nd
ed.). New Jersey: John Wiley & Sons.
Virtually every company wants to be the Nordstrom of its industry.
Nordstrom is one of only five companies to have made Fortune's "best
companies to work for" and "most admired" list every year the surveys
have been taken. Despite its position in the hard-hit retail sector,
Nordstrom, with 193 stores in 28 states, never experienced a
quarterly loss during the recent economic downturn. The Nordstrom
Way to Customer Service, Second Edition explains what every

19
business can learn from the world's most famous customer-service-
driven company.
BOOK: Sycara, K., & Lewis, M. (2004). Integrating intelligent agents into
human teams. In E. Salas & S. Fiore (Eds.), Team Cognition:
Understanding the Factors that Drive Process and Performance.
Washington, DC: American Psychological Association.
The contributors to this volume describe the many ways in which team
cognition is being used as an organizing framework to guide research
into factors that affect team coordination. Nowadays, team cognition
must be considered not only within "conventional" teams, but also
across time and space in distributed teams, and—because of
increased use of artificial team members (e.g., intelligent agents)—
across people and machines. All of these complicating factors are
considered, along with methodological issues that surround the
process of measuring and defining team cognition. The unique blend
of theory and data in this multidisciplinary book will be of value to
psychologists and academics interested in cognition and
organizational behavior, to team researchers and practitioners in
industry and the military, and to graduate students interested in group
processes and performance.
CASE: Buck & Pulleyn’s Team Management
By Louis B. Barnes
In 1993, the advertising firm of Buck & Pulleyn began to move from a
traditional hierarchical structure to client-focused teams. This case
describes the process and some consequences of this restructuring.
Performance seems to be improving, but some employees preferred
the structure certainty and client variety of the old days. How does
management deal with these issues? Team management has
become very popular, but transitions from traditional structures to
teams are not easy. The discussion will center on how to deal with
these issues. Available from Harvard Business School Publishing;
hone 1-800-545-7685 or (617) 783-7600; order online at
https://hbr.org/product/buck-pulleyn-s-team-management/497007-
PDF-ENG
CASE: Framework for Analyzing Work Groups
By Michael B. McCaskey
This case note, written as the basis for classroom discussion,
presents a model for understanding the behavior and evolution of
primary, stable work groups over time. Model describes contextual
factors, design factors, and emergent culture as determinants of
group behavior and performance. In addition, it describes emergent

20
behavior, norms, roles, and rituals as aspects of group life.
Available from Harvard Business School Publishing; phone 1-800-
545-7685 or (617) 783-7600; order online at
https://hbr.org/product/framework-for-analyzing-work-groups/480009-
PDF-ENG.
CASE: Managing a Task Force
By James P. Ware
This Harvard Business School case describes several principles for
improving the effectiveness of internal task forces. It also suggests a
number of guidelines for starting up a task force, conducting the first
meeting, managing the group’s activities, and completing the project.
https://hbr.org/product/managing-a-task-force/478002-PDF-ENG
CASE: Managing Your Team
By Linda A. Hill
Specifically, the introduction to this Harvard Business School case
identifies some criteria for evaluating team effectiveness and outlines
in detail the key areas of responsibility of team managers: managing
the team’s boundary and managing the team itself (including
designing the team and facilitating the team’s process). The case also
contains a brief appendix on managing transnational teams as well as
substantial bibliographic references for further reading.
https://hbr.org/product/Managing-Your-Team/an/494081-PDF-ENG
CASE: Meeting of the Overhead Reduction Task Force
By John J. Gabarro and James G. Clawson
This Harvard Business School case study outlines events leading up
to a meeting of a six-person task force which has been assigned to
reduce overhead costs at a major manufacturing company. History of
the company and backgrounds of all the task force members are
presented. It raises the following questions and issues for students to
address: 1) What strategy should the task force leader take to
organize the task force and accomplish its goals within the two-week
period? 2) What division of the labor, if any, is appropriate? 3) What
should his purpose and agenda be for the first meeting? 4) Given the
information in the case, what problems should be anticipated in terms
of interdepartmental conflict and members’ hidden agendas? 5) What
should he do to deal with these problems?
https://hbr.org/product/Meeting-of-the-Overhead-R/an/478013-PDF-
ENG
CASE: Mod IV Product Development Team

21
By Anne Donnellon, Joshua D. Margolis
This Harvard Business School case focuses sharply on a cross-
functional product development team at Honeywell’s Building Controls
Division. It traces the history of teams at the division, which introduced
them as a response to intensifying competition and the need for faster
development, and reveals the challenges team members, their
managers, and executives face when an organization adopts a
collaborative approach to work. Through three perspectives—team
member, manager, and executive—the case exposes students to the
reality of teamwork.
https://hbr.org/product/Mod-IV-Product-Developmen/an/491030-PDF-
ENG
CASE: TRW’s Information Services Division: Strategic Human Resource
Management
By Michael Beer and Gregory C. Rogers
This case looks at a change effort initiated by a human resources
manager within a division of TRW, Inc., a manufacturing plant. The
effort utilizes a change process to address some of the division’s
issues regarding organizational effectiveness, especially that of a
long-term strategy. In so doing, the case portrays some of the
fundamental hurdles in creating change.
https://hbr.org/product/trw-s-information-services-division-strategic-
human-resource-management/496003-PDF-ENG
EXERCISE: Assessment of Project Team Effectiveness
By Leonard Greenhalgh
This multi-task exercise can accommodate groups of three to ten
participants, although five to seven is ideal. It is not a simulation per
se, but rather a group of tasks that require different degrees of
collaboration, divisions of labor, and creativity. It explores roles in
groups; the temptation to rationalize the “honor code”; intergroup
competition; the benefits of diversity; scarcity; and coping with time
pressure.
Exercise: 30–45 min.
Available from Creative Consensus, Inc., P.O. Box 5054, Hanover,
NH, 03755; phone/fax (603) 643-0331.
EXERCISE: Coaching Exercise
By Leigh Thompson
This exercise is designed to introduce participants to the process of
peer coaching. The key assumption of coaching is that to consult with
and help people, teams, and organizations effectively, one must: (1)
establish an effective relationship; (2) understand people’s real
concerns; and (3) appreciate cultural and organizational factors that

22
surround the person, team, and the organization. This exercise is
centered on key emotional intelligence skills.
Preparation: 30 minutes
Exercise: 60 minutes
Debrief: 30–45 minutes
Available from the Dispute Resolution Research Center (DRRC) and
Kellogg Team and Group Center (KTAG) at
www.negotiationexercises.com, through the Kellogg School of
Management, Northwestern University.
EXERCISE: C-Suite
By Leigh Thompson
C-Suite is an exercise that challenges groups to organize quickly,
develop roles, and enact norms. Leadership is critical.
Preparation: 10-20 minutes
Negotiation: 30 minutes
Roles: 2
EXERCISE: Leveling: Giving and Receiving Feedback
By J. William Pfeiffer
Participants in this exercise are instructed to (anonymously) write short
pieces of adverse feedback about each member of their group,
including themselves. Each participant then reveals to the group what
adverse feedback he or she is expecting to receive. After each person
is given their collected feedback, group members compare their actual
feedback to their anticipated feedback, and explore and discuss their
individual reactions to adverse feedback. Goals of this exercise
include letting participants compare their perceptions of how a group
sees them with the actual feedback obtained by the group; legitimizing
negative feedback within a group; and developing skills in giving
negative feedback.
Exercise: 10 minutes per participant.
Appears in Pfeiffer, J. W., & Jones, J. E. 1994. A Handbook of
Structured Experiences for Human Relations Training, Vol. I (Exercise
#17, p. 79–81). San Diego, CA: Pfeiffer & Company.
EXERCISE: Role Analysis
By Leigh Thompson
This exercise is best used following a specific exercise or at the end
of a longer class or workshop in which members have had an
opportunity to work with others. Each participant nominates others for
specific group roles (e.g., “information-gatherer,” “facilitator,” “nay-
sayer,” etc.). The instructor tabulates the results and provides
feedback to class members in an anonymous, aggregated fashion.
Preparation: 15–20 minutes to complete role analysis

23
Exercise: 30–90 minutes to discuss roles
EXERCISE: Team Contract
By Leigh Thompson and Deborah Gruenfeld
Intact working groups develop a team contract, which specifies the
norms, behaviors, expectations, and responsibilities for which they will
hold themselves and the other team members accountable. An
example of a team contract from industry is provided.
Preparation: 10–15 minutes
Exercise: 60–120 minutes
EXERCISE: Triangles Case
By Sivasailam Thiagarajan
TRIANGLES is an effective, convenient, and energizing tool for
managers, consultants, or trainers who want to facilitate the
exploration of factors associated with new work processes or new
products and services. TRIANGLES brings out individual and group
assumptions, tensions, and frustrations. The game dramatically
illustrates the inefficiency and futility of separating the process
improvement function from the implementation function.
Exercise: 45 minutes or more
Debrief: 15 minutes
Roles: 12-23 players
Available at http://thiagi.net/archive/www/games.html
EXERCISE: Words in Sentences
By Francine S. Hall
In this exercise, small groups of participants (5 to 15 people) play
members of small companies that “manufacture” words and then
“package” them in meaningful (English language) sentences. The
groups must design and participate in running their own Words in
Sentences (WIS) company, designing the organization to be as
efficient as possible during ten-minute “production runs,” the output of
which will be evaluated and recorded by a pre-selected “Quality
Control Review Board.” At the end of the first production run, each
group has the opportunity to reorganize its company. The purpose of
the exercise is to experiment with designing and operating an
organization, as well as to compare production and quality outputs
under different organization structures or leadership styles. It is also
useful in conjunction with teaching topics such as applied motivation

24
and job design, group decision making and problem solving,
negotiation and conflict, managers as leaders, and organizational
communication.
Exercise: 90 minutes total (including 15 minutes of group preparation,
two ten-minute “production runs,” and a ten-minute discussion)
Exercise appears in Bowen, D. D., Lewicki, R. J., Hall, D. T., & Hall, F.
S. (1997). Experiences in Management and Organizational Behavior,
4th
Edition (pp. 249–253). New York: John Wiley and Sons.
ARTICLE: The Team That Wasn’t
By Suzy Wetlaufer
Wetlaufer, S. (1994, November–December). The Team That Wasn’t.
Harvard Business Review, pp. 4–7.
Eric Holt had one responsibility as FireArt’s director of strategy: to put
together a team of people from each division and create and
implement a comprehensive plan for the company’s strategic
realignment within six months. It seemed like an exciting, rewarding
challenge. Unfortunately, the team got off on the wrong foot from its
first meeting. Randy Louderback, FireArt’s charismatic and extremely
talented director of sales and marketing, seemed intent on sabotaging
the group’s efforts. Anxiously awaiting the start of the team’s fourth
meeting, Eric was determined to address Randy’s behavior openly in
the group. But before he could, Randy provoked a confrontation, and
the meeting ended abruptly. What should Eric do now? Is Randy the
team’s only problem? Seven experts discuss the characters in this
fictitious case study and examine what it takes to create a successful
team.
Available as a downloadable reprint from the Harvard Business
Review, https://hbr.org/product/the-team-that-wasn-t-hbr-case-
study/94612X-PDF-ENG , phone 1-800-545-7685 or (617) 783-7600.
PAPER: String Quartet Study
By J. Keith Murnighan and Don E. Conlon
Murnighan, J. K., & Conlon, D. E. (1991). The Dynamics of Intense
Work Groups: A Study of
British String Quartets Administrative Science Quarterly, 36(2),
165–186.
Focuses on the relationship between the internal dynamics and the
success of a population of intense work groups: British string quartets.
Semistructured interviews were conducted with 80 string quartet
musicians, and archival analysis and limited observation were
conducted. Three basic paradoxes were observed: leadership versus
democracy, the paradox of the second violinist, and confrontation
versus compromise. Findings indicate that the more successful
quartets recognized but did not openly discuss these paradoxes.
Instead, they managed these inherent contradictions implicitly and did
not try to resolve them. Results argue in favor of K. Smith and D.
Berg’s (1987) observations regarding paradoxes in groups.

25
FILM: Emotional Intelligence
Distributed by CRM Learning, Inc.
Most of us have been conditioned to believe that emotions are not
welcome in the workplace, that team and work decisions should be
based upon cold, logical reason. In short, we “leave our emotions at
home.” Today there is a growing body of science in the emerging field
of emotional intelligence (EI), indicating that proper understanding—
and use of—emotions can be critical to helping us be more effective
workers and better communicators. CRM’s Emotional Intelligence
program provides an overview of this breakthrough training topic and
includes commentary from numerous EI experts including Daniel
Goleman and Peter Salovey. Five EI competencies are introduced:
self-awareness, self-regulation, self-motivation, empathy, and
effective relationships. Viewers will come away with specific areas of
improvement to focus on and a structured, step-by-step approach to
developing the required emotional competencies to bring more
creativity, energy, and intuition to their work, whatever the industry or
field.
Running time: 25 minutes
Available for sale or rental from CRM Learning, Inc., 2215 Faraday
Avenue, Carlsbad, CA, 92008. Phone: (800) 421-0833; e-mail:
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DISCUSSION QUESTIONS – CHAPTER 2
1. What are two of the most common errors made by managers when setting goals
for their team? Ideally, what are the best characteristics of team goals? (p. 27-28;
Easy; Concept; Interpersonal relations and teamwork).
2. Give some examples of pooled interdependence, sequential interdependence,
and reciprocal interdependence in groups. What are the various effects of
interdependence on teamwork and team design? (p. 43; Moderate; Synthesis;
Interpersonal relations and teamwork).
3. Why are larger groups less effective than smaller ones? Why do you think
managers tend to overstaff groups and teams? (p. 33-35; Moderate; Concept;
Interpersonal relations and teamwork).
4. What are some of the reasons diversity is such an important issue in
organizations? What are the steps a manager can follow when creating and
managing diversity within his or her team? (p. 38-42; Easy; Concept; Diverse and
multicultural work environments).
5. Discuss the difference between norms and formal rules within a group. What are
some of the norms in your own team or group? What do you think are the most
effective strategies for dealing with norm violations? (p. 46-48; Moderate;
Application; Interpersonal relations and teamwork).

26

Copyright © 2018, 2015, 2012 Pearson Education, Inc.
All Rights Reserved
1 - 37
Making the Team:
A Guide for Managers
Sixth Edition
Leigh L. Thompson Kellogg
School of Management
Northwestern University

All Rights Reserved
2 - 37
Part One
The Basics of Teamwork
— Chapter 2 —
Designing the Team

All Rights Reserved
3 - 37
Team Design
It is more important to have a well-designed team
than
a team with a good leader.
Three key aspects that form the internal system of
team
• w
D
o
e
rfk
in:ing the goal
• Selecting the team
• Managing the process

All Rights Reserved
4 - 37
Define the Goal
Goal setting
Teams that plan or develop performance strategies usually
perform better than teams who do not plan.
Ends vs. Means
• Two common errors when goal setting :
‒ Launching into actions without a thoughtful
discussion of purpose.
‒ Excessive focus on how a team should
function.

All Rights Reserved
5 - 37
Define the Goal
Goal setting
Team goals should be :
‒ Clear and simple
‒ Specify ends but not means
Difficult goals yield considerably higher team
performance compared with nonspecific goals.

All Rights Reserved
6 - 37
Define the Goal
Performance vs. learning
go
T
a
el
a
s
m members have either a high-performance
orientation whereas others have a high-learning
orien
•taH
tio
ig
nh:-performance : Reflects the desire to gain
favorable judgments of performance or avoid
negative judgements of competence.
• High-learning : Reflects the desire to
understand something novel or to increase
competence in a task.

All Rights Reserved
7 - 37
Define the Goal
Performance vs. learning
goals
Performance-prove goal
orie•ntD
at
riv
oe
ns:people to outperform others.
• Motivates team performance more when people
positively identify with their team.
• Motivates individual performance more when
people do not identify with their team.

All Rights Reserved
8 - 37
Define the Goal
Planning and pursuing
goals
Planning – two focus types :
• Taskwork : A task-focused planning that focuses
on work goals and task-specific performance
requirements.
• Teamwork : A team-focused planning that focuses
on interpersonal interaction and team capabilities.
Preplanning : Planning before actually performing the task.
Online planning : Planning during the performance of the
task.

All Rights Reserved
9 - 37
Define the Goal
Timelines and time
prD
eis
ffe
sru
en
re
ces in how team members think about time can affect
team process and outcomes, differences such as :
• Time urgency
• Time perspective
• Polychronicity
• Pacing style
Perceived urgency or time pressure positively affects
performance when teams are strong at managing the time
related aspects of their work.
When a team is given a specific time frame to do a job,
members adjust their behavior to fit the time available.

All Rights Reserved
10 -
37
Define the Goal
Capacity problems vs. capability problems
There are two kinds of problems related to time pressure and
tea
•mC
s:
apacity problems: Occur when there is not
enough time to do all of the required tasks, although
the task is easy.
• Capability problems: Occur when the task is
difficult, even though there is plenty of time to
Atten
co
tim
on
pa
le
ltf
e
ot
c
hu
esta
m
so
k.
del (AFM) :
• Predicts how time pressure affects team performance.
• The AFM model suggests that time when teams are
under time pressure, they filter what they judge to be
important information.

All Rights Reserved
11 -
37
Selecting Team Members
The freedom to select team members may be
constrained in many ways from choosing who is
best for their team.
There are two key errors that leaders often make
when selecting team members :
• Make the team too big (overstaffing
bias)
• Make the team to homogeneous

All Rights Reserved
12 -
37
Optimal team size
Leaders consistently struggle with the question of how
many people to put on a team.
Some general rules for optimal team size :
• Teams should be fewer than 10 members.
• Compose teams using the smallest number of
people who can do the task.
Team scaling fallacy : As team size increases, people
increasingly underestimate the number of labor hours
required to complete a task.

All Rights Reserved
13 -
37
Optimal team size
Teams that are overgrown have a number of
disa•
dv
L
a
e
n
s
t
s
at
g
e
e
a
s
m
:cohesion
• Declining satisfaction with team membership
• Reduced participation in team activities
• Decreased team cooperation
• Increased in negative behavior
• Marginal productivity gains of larger groups
decline as heterogeneity increases
• Increased conformity pressure
• As the size of the team grows, more people
do less talking relative to others

Another Random Document on
Scribd Without Any Related Topics

Pleasure-pain sensation, the, 266.
Pleasures, relative value of, 21;
sources of, 24.
Plot-interest, as a pleasure, 152.
Poetry, pleasure of reading, 161;
of science, 177.
Polygamy, injurious results of, 241.
Politeness, its value, 222.
Politics, why avoided in society, 226.
Polycrates, story of, 97.
Pope, quoted, 54.
Poverty, the worst of, 127.
Prayer, the universal, 118;
refreshes the mind, 180.
Property, as an incentive, 118.
Pursuit, the emotions of, 153;
of happiness, explained, 54;
conclusion of, 278.
Puzzles and riddles, pleasure of, 158.
Quakers, the, 176, 179, 232.
Quincy, Thomas de, quoted, 201.
Racial characteristics, 60.
Rasselas, quoted, 12, 110.
Reading, as an enjoyment, 139;
rules for, 159.
Reason and religion, 177.
Recamier, Madame, her friendship, 235.
Recreations, the best, 115.
Reflection, pleasure from, 162.
Religion, happiness from, 169, 172;
unhappiness from, 171, 173;
true spirit of, 175;
of the future, 176, 179, 232;
why not mentioned in society, 226.

Remorse, the pains of, 147.
Reserve, value of, 189;
a help to reputation, 226.
Resignation, the virtue of, 259.
Respectability, the revolt against, 45, 46.
Revenge, as a pleasure, 148.
Riches, effective and productive, 120;
disappointments of, 126.
Risk, the emotions of, 153.
Room, the living, 83.
Rothschild, Baron, opinion of, 99.
Rousseau, quoted, 28, 84.
Rules for happiness, why studied, 54.
Ruskin, J., quoted, 187.
Schopenhauer, A., quoted, 44.
Science, the love of, 166;
the aim of, 176;
and religion, 177;
of man, the, 54, 68.
Security, how obtained, 196.
Self-abnegation, 24.
Self-admiration, 191.
Self-complacency, 192.
Self, conception of, 17;
the lord of, 61.
Self-conceit corrected, 186.
Self-consciousness, 17, 20, 52.
Self-control, 24.
Self-distrust, appropriate, 194.
Self-education, principles of, 36.
Self-publication, 226.
Self-realization, 17, 56.
Self recognition, 204.
Self-revelation not self-publication, 226.
Self-reverence, 189.

Self-sufficiency, 47.
Senancour, de, quoted, 43.
Seneca, quoted, 19.
Sensation the sense of existence, 140.
Senses, the pleasures of, 128.
Sex, origin of, 60.
Shakespeare, quoted, 50, 51, 62, 100, 103, 118, 121, 122, 157,
241, 277.
Sight, the pleasures of, 138.
Sincerity, importance of, 189.
Singularity, what it is, 192.
Small-talk, its value, 224.
Smell, the pleasures of, 132.
Smith, Adam, quoted, 210.
Smith, Sydney, quoted, 141, 201.
Social organization, the, 196.
Socialists, the dreams of, 115, 183.
Society, the basis of good, 219;
maxims for success in, 220;
the aim of, 220;
the justice of, 227.
Socrates, quoted, 54, 86, 208, 263.
Solitude, its uses, 204.
Sophocles, quoted, 214.
Sorrow, as an educator, 273, 279, 280.
Sorrows of age, 76.
Spencer, H., quoted, 10, 36, 202.
Spinoza, quoted, 16, 17, 155.
State and individual, the relations of, 48.
Steele, quoted, 193, 269.
Success, what it is, 116;
from failure, 259.
Suffering, the education of, 273.
Suicide, easy, 261.
Sympathy, whence to seek, 233, 236, 260.

Table-talk, rules for, 141.
Talleyrand, quoted, 223.
Tasso, quoted, 70.
Taste, the pleasures of, 133-137.
Tears, their use, 251.
Temperaments, the four, 71.
Tennyson, quoted, 202, 277, 278.
Thoreau, H., 35, 40.
Time, its value, 124, 142;
relation to happiness, 272.
Tobacco, the pleasure of, 133.
Tolerance of others, 187;
of pain and sorrow, 254.
Touch, the pleasures of, 131.
Truth, the search for as a pleasure, 156, 165;
the spirit of, 166;
alone gives happiness, 214;
ideal, 177;
gives freedom, 199.
Unhappiness, the removal of, 22, 248;
as a habit, 252;
in marriage, 243.
Uniforms, the value of, 82.
Unknown, the, 53.
Urbanity, value of, 56.
Variety in dress, 82;
to be sought, 47;
the rule of, 130.
Vauvenargues, quoted, 211.
Veracity a relative matter, 190.
Virtue, its relation to happiness, 206, 211;
and vices, relations of, 214.
Waitz, Th., quoted, 28, 32.

War, destructive to virtues, 215.
Ward, L. F., quoted, 10.
Wealth, its meaning, 119.
Weather, how it affects us, 81, 88.
White race, higher sensation in, 63.
Whitman, Walt., quoted, 78, 140, 179, 182, 191, 194.
Will, motives of the, 16;
to strengthen, 255.
William of Normandy, his wit, 100;
his birth, 102.
Woman, unfavorably placed for securing happiness, 30;
education of, 33, 200;
physical training of, 66;
her clothing, 82, 91;
intellectual pleasures of, 158;
lack of justice, 33, 205;
her attraction for man, 237, 240.
Work, measure of its value, 117;
its healthful action, 255.
World, the, as our country, 90.
Xavier de Maistre, 83.
Youth not the happiest period of life, 34, 76;
misanthropy of, 194;
compared with age, 76, 80, 225.
Zola, E., quoted, 109.

Transcriber’s Note:
Dialect, obsolete and alternative spellings were left unchanged.
Obvious printing errors, such as backwards, upside down, or partially
printed letters, were corrected.
The following items were changed:
siécle to siècle
targe to target
XVI. to XVI
brook to book
Sidney to Sydney
Bronté to Bronte
that to than
inmeasurable to immeasurable
Shopenhauer to Schopenhauer

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Making the Team A Guide for Managers 6th Edition Thompson Solutions Manual

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Making the Team A Guide for Managers 6th Edition Thompson Solutions Manual