Fluent Essays

part 1, Discussion  In your opinion/words, what can a supervisor do to prevent stress in their teams?  150+ words for the original post. part 2  by using the attached powerpoint and pictures please respond   Answer Case 8-2 question(s) from the textbook. How do you explain kenny's acceptance by so many other people and the respect they have him? Can all supervisors operate the way Kenny does and be effective? Explain your answer. Your work must be written in an APA Style of Writing, no less than 300 words, with multiple academic resources and citations to support the content of the case study. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. CHAPTER 9 GROUP DEVELOPMENT AND TEAM BUILDING ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Identify the stages of group development Compare the advantages and limitations of groups Describe the variables that determine a group’s effectiveness Determine what is involved in team building 9–* LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Describe what made team building successful at Resort Quest Describe what made team building successful in the nonprofit area Describe how to work with self-managing work groups Describe what makes team building successful at SEI 9–* LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* EXHIBIT 9.1 - EXTERNAL AND INTERNAL CHANGE FORCES Source: Donald C. Mosley, Paul Pietri, Leon Megginson, Management-Leadership in Action, 5th ed, 1996, HarperCollins, 425. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* EXHIBIT 9.2 - ORGANIZATIONAL EFFECTIVENESS RESULTS FROM CHANGING STRUCTURE, TECHNOLOGY, AND/OR PEOPLE Source: Mosley, Pietri, Megginson, op. cit, 429. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* EXHIBIT 9.3 - DIFFERENT RESPONSES TO CHANGE Source: William Walker, management consultant, presentation to the North Mississippi Health Services Board of Directors and staff, May 1, 1999. The Wynfrey Hotel, Birmingham, Alabama. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Two or more people who communicate and work together regularly in pursuit of one or more common objectives Help achieve synergy and gain the most from employees Synergy: Two or more people working together in a cooperative, coordinated way can accomplish more than the sum of their independent efforts 9–* GROUPS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Prescribed and/or established by the organization Types Network groups Virtuoso groups Virtual groups Self-managing work groups 9–* FORMAL GROUPS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* EXHIBIT 9.4 - A MANAGER’S MEMBERSHIP IN DIFFERENT GROUPS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Evolve out of the formal organization, but are not formed by management or shown in the organization’s structure Help members meet affiliation and social needs Types Interest group - Members come together to seek increased fringe benefits or discuss common interests Friendship group - Mostly social in nature 9–* INFORMAL GROUPS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* STAGES OF GROUP DEVELOPMENT ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* ADVANTAGES AND LIMITATIONS OF GROUPS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* EXHIBIT 9.6 - MODEL OF GROUP EFFECTIVENESS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* EXHIBIT 9.7 - POSSIBLE EFFECTS OF SIZE ON GROUPS Source: Adapted from Hellriegel/Slocum/Woodman. Organizational Behavior, 10E. © 2004 South-Western, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Homogeneous group - Effective for simple tasks Heterogeneous group - Effective for complex tasks Being a team player and a good follower Contributors Collaborators Communicators Challengers 9–* MEMBER COMPOSITION AND ROLES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* TASK AND MAINTENANCE ROLES IN GROUPS *The distinction between “task” and “maintenance” roles is somewhat arbitrary. Some of these terms could be classified in either column. Effective roles Ineffective roles Work or task functions Group maintenance functions Initiating Consensus testing Displays of aggression Information giving Harmonizing Blocking Information seeking Gatekeeping Dominating Clarifying Encouraging Playboy behavior Summarizing Compromising Avoidance behavior Reality Testing Sharing feelings Sniping ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Norms: Rules of behavior developed by group members to provide guidance for group activities Group cohesiveness: Mutual liking and team feeling in a group Influenced by the size of and frequency of communication in a group 9–* GROUP NORMS AND GROUP COHESIVENESS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* TEAM BUILDING ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * 9–* CHARACTERISTICS OF AN EFFECTIVE TEAM ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Rating for communication among nurses, between doctors and nurses, and among the team is very high Nurses know each job and are able to cover in emergencies Nurses do not hesitate to approach any doctor if they need guidance or prescriptions 9–* PROVIDENCE HOSPITAL AND SACRED HEART HOSPITAL CANCER CENTER’S EFFECTIVE TEAMWORK ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Regular meetings are held with the doctors and nurses to discuss opportunities for betterment A staff member interviews all patients regarding care, treatment, positives, and any complaints 9–* PROVIDENCE HOSPITAL AND SACRED HEART HOSPITAL CANCER CENTER’S EFFECTIVE TEAMWORK ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Organization is flexible, creative, and ready for constant transformation Company is open and not hierarchical Atmosphere and dress code is business casual Employees are empowered Buildings and artwork reflect the culture of the organization SEI is a perennial member of Fortune’s list of Best Companies to Work for in America 9–* SUCCESSFUL TEAMBUILDING IN SEI ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Challengers Collaborators Communicators Contributor External change forces Formal group Group Group cohesiveness Group maintenance roles Group task roles Informal group 9–* IMPORTANT TERMS Internal change forces Membership roles Network group Norms Organizational effectiveness Self-managing work teams Synergy Team Virtual group Virtuoso group ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. CHAPTER 8 LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Describe factors that affect the leadership style used Discuss and explain two frequently used leadership models Determine which leadership style is most appropriate in different situations Contrast heroic supervisors with developmental supervisors LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Contrast transformational leadership with transactional leadership Discuss and explain the benefits and side effects of adaptive leadership Discuss how to inspire self-confidence, develop people, and increase productivity Explain why emotional intelligence is so important for effective leadership LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.1 - FACTORS AFFECTING CHOICE OF LEADERSHIP STYLE ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Average person has an inherent dislike of work and wishes to avoid responsibility People must be coerced, controlled, directed, or threatened to put in adequate effort at work Average person prefers to be directed, has little ambition and, seeks security Average person cannot be trusted THEORY X MANAGEMENT PHILOSOPHY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Work is as natural as play or rest People exercise self-direction and self-control in attaining organizational goals and objectives Commitment to objectives is a function of the rewards associated with their achievement Average person learns, under proper conditions, to actively seek greater responsibility THEORY Y MANAGEMENT PHILOSOPHY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Most people can exercise a high degree of imagination, ingenuity, and creativity in solving organizational problems Intellectual potential of the average human being is only partially utilized Average person believes she or he is a winner, and so should be treated that way THEORY Y MANAGEMENT PHILOSOPHY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Followers’ readiness level Readiness level: State of a person’s drive or need for achievement Readiness = Ability + Willingness Situation faced by the supervisor Nature of the work and the types of assignments are considered in assessing a situation Leaders’ choice of style is influenced by how their unit progresses FOLLOWERS’ READINESS LEVEL AND SITUATION FACED BY THE SUPERVISOR ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * LEADERSHIP GRID ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * LEADERSHIP GRID ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.2 - THE LEADERSHIP GRID FIGURE Source: The Leadership Grid® figure, Paternalism Figure and Opportunism from Leadership Dilemmas—Grid Solutions, by Robert R. Blake and Anne Adams McCanse (Formerly The Managerial Grid by Robert R. Blake and Jane S. Mouton). Houston: Gulf Publishing Company (Grid Figure: 29, Paternalism Figure: 30, Opportunism Figure: 31). Copyright 1991 by Scientific Methods, Inc. Reproduced by permission of the owners. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Shows the relationship between the readiness of followers and the leadership style Life-cycle theory of leadership: Leadership behaviors should be based on the readiness level of employees Task behaviors: Clarifying a job, telling people what to do and how and when to do it, providing follow-up, and taking corrective action Relationship behaviors: Providing people with support and asking for their opinions SITUATIONAL LEADERSHIP MODEL ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.3 - THE HERSEY-BLANCHARD SITUATIONAL LEADERSHIP ® MODEL Source: Paul Hersey and Kenneth Blanchard Management of Organizational Behavior: Utilizing Human Resources, 8th edition, p. 200. © Copyright 2006 Reprinted with permission of the Center for Leadership Studies. Escondido, CA 92025. www.situational.com All Rights Reserved. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * SITUATIONAL LEADERSHIP MODEL 8–* ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.4 - CONTINUUM OF LEADERSHIP BEHAVIOR Source: Modified and reprinted by permission of Harvard Business Review. An exhibit from “How to Choose a Leadership Pattern” by Robert Tannenbaum and Warren H. Schmidt (May-June 1973). Copyright © 1973 by the Harvard Business School Publishing Corp. All rights reserved. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Forces in the leader Value system, confidence in employees, leadership inclinations, and feelings of security or insecurity Forces in the employees Need for independence, knowledge of the problem, attitude toward and interest in tackling the problem, and expectations with respect to sharing in decision making CONTINUUM OF LEADERSHIP BEHAVIOR ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Forces in the situation Type of organization, the group’s effectiveness, the pressure of time, and the nature of the problem itself CONTINUUM OF LEADERSHIP BEHAVIOR ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Helps groups evolve effectively and achieve highly supportive, open, creative, committed, high-performing membership DEVELOPMENTAL LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * HEROIC MANAGERS VERSUS DEVELOPMENTAL MANAGERS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.5 - THE SELF-FULFILLING CONSEQUENCES OF USING THE HEROIC MANAGEMENT APPROACH Source: Adapted from Managing for Excellence. David L. Bradford and Allen R. Cohen, Copyright © 1984, John Wiley & Sons, reprinted by permission of John Wiley & Sons, Inc. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.6 - CONTRASTING LEADERSHIP APPROACHES Source: George McAleer’s presentation at APT Type and Leadership Symposium, Crystal City, VA, March 5–7, 1993. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.6 - CONTRASTING LEADERSHIP APPROACHES Source: George McAleer’s presentation at APT Type and Leadership Symposium, Crystal City, VA, March 5–7, 1993. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Organizational members take a hard look at the past to identify what to hold on to, while deciding what needs to go Employee participation in the change process is the key Requires an experimental mindset approach ADAPTIVE LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Defines success as giving and measures achievement by devotion to serving and leading Winning becomes the creation of community through collaboration and team building SERVANT LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * CHARACTERISTICS OF SERVANT LEADERSHIP ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * CORE LEADERSHIP FUNCTIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * CORE LEADERSHIP FUNCTIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * The capacity to: Recognize and accurately perceive one’s own and others’ emotions Understand the significance of emotions, and influence one’s actions based on such analysis Assortment of skills and characteristics that influence a one’s ability to succeed as a leader EMOTIONAL INTELLIGENCE ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 8.9 - MAYER AND SALOVEY’S FOUR BRANCH MODEL OF EMOTIONAL INTELLIGENCE Source: John D. Mayer, Emotional Intelligence Information. (2009, July 31, 2009). The Four Branch Model of Emotional Intelligence. Durham: NH: University of New Hampshire, Retreived July 31, 2009, from http://www.unh.edu/emotional intelligence/ei%20What%20is%20EI/ei%20fourbranch.htm. Reprinted by permission of the author. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Adaptive leadership Authority compliance Coaching and selling style Continuum of leadership behavior Country club management Delegating style IMPORTANT TERMS Developmental leadership Emotional intelligence Heroic managers Impoverished management Leadership Leadership grid Life-cycle theory of leadership ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Middle-of-the-road-management Participating and supporting style Readiness level Relationship behaviors Servant leadership Situational leadership model IMPORTANT TERMS Structuring and telling style Task behaviors Team management Theory X Theory Y Transactional leadership Transformational leadership