This document discusses key concepts related to groups and teams in organizational behavior. It defines the differences between groups and teams, noting that teams are formed for a limited time to work interdependently on tasks that generate synergy. Various types of teams are described, including problem-solving, self-managed, cross-functional, and virtual teams. Important factors for effective team formation and performance are also outlined, such as leadership, task clarity, roles, size, diversity, and trust-building. Specific challenges that can impact teams like social loafing, groupthink, and communication barriers are explained. Additional concepts covered include shared mental models, team learning, and collective efficacy.
Ob i - foundations of group behavior-workteams-organizational stressShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
Group dynamics in Business CommunicationPrachi Dhiman
How does a group form? What functions act as its driving forces? What could be the reasons of its dysfunction, can it be avoided? How to enhance its productivity?
The slides attempt to answer all of these through group dynamics.
Ob i - foundations of group behavior-workteams-organizational stressShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
Group dynamics in Business CommunicationPrachi Dhiman
How does a group form? What functions act as its driving forces? What could be the reasons of its dysfunction, can it be avoided? How to enhance its productivity?
The slides attempt to answer all of these through group dynamics.
The presentation describes the processes involved in group’s formation, development, performance and the interaction among the group members. It helps in acquiring the necessary skills to intervene and improve individual and group performance in an organizational context and in building more successful organizations by applying techniques that provide positive impact on goal achievement.
• Introduction to Group Behaviour
Group Dynamics: Nature, types, group behaviour model (roles, norms, status, process, structures)
Team effectiveness: nature, types of teams, ways of forming an effective team.
The presentation describes the processes involved in group’s formation, development, performance and the interaction among the group members. It helps in acquiring the necessary skills to intervene and improve individual and group performance in an organizational context and in building more successful organizations by applying techniques that provide positive impact on goal achievement.
• Introduction to Group Behaviour
Group Dynamics: Nature, types, group behaviour model (roles, norms, status, process, structures)
Team effectiveness: nature, types of teams, ways of forming an effective team.
Ob i - foundations of group behavior-workteams-organizational stressShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
Respond to 4 postings listed below, with at least in one or mormickietanger
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
Explain the importance of both individual and groupteam differences.pdfnamarta88
Explain the importance of both individual and group/team differences in an organization’s
makeup.
Solution
Importance of Individual = an organization, by its most basic definition, is an assembly of people
working together to achieve common objectives through a division of labor. An organization
provides a means of using individual strengths within a group to achieve more than can be
accomplished by the aggregate efforts of group members working individually.
Organizational theory studies provide \"an interdisciplinary focus on
a) The effect of social organizations on the behavior and attitudes of individuals within them,
b) The effects of individual characteristics and action on organization,\'¦
c) The performance, success, and survival of organizations with cooperation of every individual.
d) The mutual effects of environments, including resource and task, political, and cultural
environments on organizations and vice versa,
e) Concerns with both the epistemology and methodology that undergird research on each of
these topics.\"
Team composition=It refers to the overall mix of characteristics among people in a team, which
is a unit of two or more individuals who interact interdependently to achieve a common
objective. It is based on the attributes among individuals that comprise the team, in addition to
their main objective. Team composition is usually either homogeneous, in which all members are
the same, or heterogeneous, in which team members all contain significant differences. It has
also been identified as a key factor that influences team performance. It factors in the individual
attributes of team members (e.g. skill, experience, and ability) and how these contributions can
potentially combine to dictate overall performance outcomes for the team. In the past decade,
research on team effectiveness has burgeoned as teams have become increasingly common in
organizations of all kinds. Research conducted on this topic has focused on aggregated member
characteristics, member heterogeneity and team size as categories associated with team
composition .The fashion in which a team is configured has a strong influence on team processes
and the outcomes that the team achieves .The main outcomes associated with team performance
can be classified mostly as performance outcomes (overall quality/precision of work produced,
etc.) internal member outcomes (group cohesion, etc.) and behavioral outcomes (absenteeism,
etc).
The team composition determines the array of knowledge, skills, and abilities within a team. The
compositional distribution of team members on any social or psychological attribute that
potentially leads to the perception that team members differ from one another, are typically
driven by how members process information, such as a diverse set of knowledge, skills, and
abilities to solve complex problems.
Knowledge includes the facts and principles that apply to the domain of the team. Skills can be
either basic or cross-functional. Ba.
The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
3. Differences between ‘group’ and ‘team’
Team is a group that generates positive
synergy through coordinated effort.
Collective performance in a team may be more
than the sum of individual performance.
A team is formed for a limited time.
Team tasks require members to work
interdependently.
4. Types of team tasks
1. Generative
2. Executing
3. Negotiating
4. Decision making
5. Types of teams
Problem solving teams: Members share ideas and
offer suggestions on how a situation or a process
can be improved.
Self-managed teams: are groups of employees
who perform interdependent tasks and take the
responsibilities of their actions.
Self-managed teams may be involved in
planning, scheduling, assigning tasks to
members, collective controlling, decision making,
and even selecting their own members.
6. Types of teams (continued)
Cross-functional teams: consist of employees from different
work areas but with similar hierarchical levels who come
together to accomplish a task.
The main idea in forming cross-functional teams is that every
aspect of a client’s work can be handled within one team
instead of separate departments.
7. Types of teams (continued)
Virtual teams: collaboration on-line.
Virtual teams can be effective in many
situations. However, it may have limitations in
non-verbal communications and using
emotional signs.
Some have recommended using virtual teams
for task-oriented jobs.
8. Important factors in forming a team
Inspirational team leadership;
Clarification of team tasks;
designing different roles to cover all aspects of team tasks;
Allocation of roles based on individuals’ strengths;
Considering appropriate size (5-10)
Composition/Diversity (gender, age, expertise, ethnic
backgrounds, cultural/industrial/departmental values and norms,
etc.);
Socialization and trust building.
9.
10. Some important factors in
team effectiveness
Team composition
Groupthink
Social loafing and free riding
Cohesiveness
Communication
Shared mental models and team
learning
Collective efficacy
12. Types of composition
Personality
Gender
Age
Education
Functional specialization
Experience
Cultural background
13. Heterogeneous or indigenous?
Group composition must be formed
based on the nature of the team.
Diversity is appropriate for cognitive
and creativity-demanding tasks.
Similarity is appropriate for specific
executive tasks.
14.
15. Deep-level composition variables as predictors of team
performance: A meta-analysis
Suzanne T Bell. Journal of Applied Psychology. Washington:
May 2007. Vol. 92, Iss. 3; pg. 595.
Abstract (Summary)
This study sought to unify the team composition literature by using meta-analytic techniques to
estimate the relationships between specified deep-level team composition variables (i.e.,
personality factors, values, abilities) and team performance.
The strength of the team composition variable and team performance relationships was moderated
by the study setting (lab or field) and the operationalization of the team composition variable.
In lab settings, team minimum and maximum general mental ability and team mean emotional
intelligence were related to team performance. Only negligible effects were observed in lab
settings for the personality factor and team performance relationships, as well as the value and
team performance relationships.
In contrast, team minimum agreeableness and team mean conscientiousness, openness to
experience, collectivism, and preference for teamwork emerged as strong predictors of team
performance in field studies.
Results can be used to effectively compose teams in organizations and guide future team
composition research.
17. What is groupthink?
It describes situations in which group
pressure for conformity deter the group
from critically evaluating unusual,
minority or unpopular views.
It is related to group norms.
18. How to overcome groupthink?
Intellectual stimulation
Brainstorming
Nominal group technique
20. What is social loafing?
Consciously or unconsciously, individuals may
not exert as much effort in group settings as
when they are alone.
Social loafing is based on the de-individuation
that can occur when people work in groups
as opposed to working alone.
21. Important antecedents of social loafing
Lack of identification and uniqueness of individual contribution
to the group;
Low intrinsic involvement;
Individualistic orientation;
Lack of peer appraisal;
Large group size;
Task visibility (hiding in the crowed);
Distributive justice
22. Social loafing and expectancy theory
Expectancy: A group member may realize
that other factors aside from their own effort
will influence his/her group’s performance.
Instrumentality: A group member may realize
that valued outcomes (rewards) are divided
among all group members, and she/he may
not receive a fair share given his or her level
of effort.
24. Definition
The degree to which members are
attracted to each other and are
motivated to stay in the group.
This is an important predictor of team
effectiveness when performance norms
are high.
25. How to improve cohesiveness?
Make the group smaller;
Encourage agreement with group goals;
Increase the time members spend together;
Increase the status of the group and perceived
difficulty of attaining membership in the group;
Stimulate competition with other groups;
Give reward to the group rather than individual
members;
Physically isolate the group.
27. Important forms of
communication
Oral communication;
Non-verbal communication;
Written communication.
Actions can impact a receiver more than spoken words
(93%).
Nonverbal
symbols
93%
Spoken words
7%
28. Barriers to effective communication
Hearing instead of listening;
Information overload;
Selective perception;
Using jargons;
Dysfunctional emotions;
Lack of attention to non-verbal
communication.
29.
30. Non-verbal communication
Body language:
(1) the extent to which an individual
likes another and interested in their
views;
(2) the relative perceived status
between a sender and a receiver.
Eye contact
10% of the time with Asians;
75% of the time with Americans;
100% of the time with the French.
Facial expression;
Physical distance and space.
31. Physical distance and space
Public zone (over 3.6m)
Social zone (1.2-3.6m)
Personal zone (46cm-1.2m)
Intimate zone (15-46cm)
33. Mental models
Mental models can be thought of as
knowledge structures, images,
assumptions, beliefs, and attitudes in
an individual’s cognitions.
Mental models such as belief systems,
implicit theories, and assumptions affect
our reasoning and behaviour.
34. Mental models in teams
Cannon-Bowers and colleagues (1993)
have proposed one of the most popular
conceptual framework for different
types of mental models in the context
of teamwork.
They considered mental models to be
multidimensional, and categorised
multiple mental models into four types.
35. Types of mental models
equipment models: equipment functioning and
limitations, technologies
task model: procedures, strategies,
environmental constraints
team interaction model: roles, responsibilities,
expectations
team model: team members’ knowledge and
skills, attitudes, beliefs, and preferences
36. Shared mental model
Shared mental model (or shared
cognition) may improve and facilitate
group work and coordination and may
result in high group performance and
effectiveness.
37. What does “shared” mean?
Two approaches have been proposed to
conceptualise shared mental models:
the similarities of members’ mental models
(Cannon-Bowers & Salas, 2001).
In addition to similarity, the extent to which
group members are familiar with each other’s
mental models and their differences and
similarities (Klimoski & Mohammed, 1994;
Kraiger & Wenzel, 1997).
38. How to develop shared mental
models?
Job rotation and cross-training
Team training
Role playing
Team learning activities
39. Team learning
Two important team skills for team learning:
Reflection refers to “slowing down our thinking
processes to become more aware of how we
form our mental models” (Senge et al., 1994, p.
237).
Inquiry refers to “holding conversations where
we openly share views and develop knowledge
about each other’s assumptions” (p. 237).
40. Team learning and developing shared
mental models
learning as modifying mental models
and developing shared mental models
needs openness to oneself and to other
team members (Gibson, 2001).
dialogue is a vital process for group
learning, and distinct from discussion.
42. Collective efficacy
According to Bandura (1997),
“collective efficacy is defined as a
group’s shared belief in its conjoint
capabilities to organize and execute
the course of action required to
produce given levels of attainments”
(p. 477).
Sources of collective efficacy can be
similar to sources of self-efficacy.
43. Sources of self-efficacy
Mastery experiences: Successful experiences are likely to enhance self-efficacy,
while failures may reduce self-efficacy. These are the most influential
sources of self-efficacy.
Vicarious experiences: refer to those by which people appraise their
capabilities in relation to others’ attainments. The information acquired from
these experiences is likely to be more influential for one’s self-efficacy when
the others are similar to the individual.
Verbal persuasion: persuasion that one possesses certain capabilities can
affect self-efficacy. However, verbal persuasion may be ineffective when it is
used alone and inconsistent with other sources, especially mastery
experiences.
Physical and affective states: Personal efficacy may also be appraised
when people interpret their physiological or affective states. People may judge
their fatigue, aches, pains, and tensions to be signs of physical or affective
incapability.