Fluent Essays

Task -1 - write 650 - 700 words min and work should be based upon the assigned reading from pptReflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Also, provide a graduate-level response to each of the following questions: You have been working at Saxet Consulting for the past year and are expected to complete three client reviews per week. You have been very productive and have been completing two extra reviews per week. At a recent team meeting, you expected to receive praise from the President for this extra work; however, your manager took credit for the extra work and received the praise from the President. What has your manager violated and what is your likely reaction? You are on a team which features individuals high in openness and emotional stability. What is the likely result of task conflict within your team? Why is this? Task -2 - problem set1. Discuss the impact of conflicts on effectiveness of teams. Options Menu: Question Text 2. What are some special challenges that virtual teams face? For virtual teams to be effective, what should management ensure?The task -2 is to answer the question provided above in essay form. This is to be in narrative form. Bullet points should not to be used. The paper should be at least 2 - 2.5 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to organizational behavior. This does not mean blogs or websites. This source should be a published article in a scholarly journal. This source should provide substance and not just be mentioned briefly to fulfill this criteria. The textbook should also be utilized. Do not use quotes. Do not insert excess line spacing. APA formatting and citation should be used. chapter_9__foundations_of_group_behavior.pptx chapter_10__understanding_work_teams.pptx Unformatted Attachment Preview Essentials of Organizational Behavior Fourteenth Edition Chapter 9 Foundations of Group Behavior Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. After studying this chapter you should be able to: 1. Distinguish between the different types of groups. 2. Describe the punctuated-equilibrium model of group development. 3. Show how role requirements change in different situations. 4. Demonstrate how norms exert influence on an individual’s behavior. 5. Show how status and size differences affect group performance. 6. Describe how issues of cohesiveness and diversity can be integrated for group effectiveness. 7. Contrast the strengths and weaknesses of group decision making. Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Groups and Group Identity • Group: Two or more individuals, interacting and interdependent, who come together to achieve particular objectives – Formal: Defined by the organization’s structure – Informal: Neither formally structured nor organizationally determined Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Social Identity • Social identity theory – Perspective that considers when and why individuals consider themselves members of groups Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Ingroups and Outgroups • Ingroup favoritism – Occurs when we see members of our group as better than other people and people not in our group as all the same • Outgroup – The inverse of an ingroup ▪ Can mean anyone outside the group, but usually it is an identified other group Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Punctuated Equilibrium Model for Temporary Groups Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Property 1: Roles • Role: The set of expected behavior patterns that are attributed to occupying a given position in a social unit – Role perception – our view of how we’re supposed to act in a given situation – Role expectations – how others believe you should act in a given situation – Role conflict – conflict experienced when multiple roles are incompatible Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Property 2: Norms • Norms: – Acceptable standards of behavior within a group that are shared by the group’s members – Norms and emotions – Norms and conformity – Norms and behavior Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Norms and Conformity • Reference groups: Groups in which a person is aware of other members, defines self as a member, believes group members to be significant – Individuals try to conform to norms of these groups • Asch Studies – Members avoid being visibly different – Members with differing opinions feel extensive pressure to align with others Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Norms and Behavior • Lessons from the Hawthorne studies: – Productivity increased because groups were paid attention to by the observers – not because of changes in environment – Workers in groups do not maximize individual economic rewards – Group standards are set and enforced by the group itself Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Deviant Workplace Behavior (1 of 2) • Deviant Workplace Behavior: Voluntary behavior that violates significant organizational norms and, in doing so, threatens the well-being of the organization or its members • Likely to flourish when: – Supported by group norms – People are in groups Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Deviant Workplace Behavior (2 of 2) • Production • Political – Leaving early – Intentionally working slowly – Wasting resources • Property – Showing favoritism – Gossiping and spreading rumors – Blaming coworkers • Personal aggression – Sabotage – Lying about hours worked – Stealing from the organization – Sexual harassment – Verbal abuse – Stealing from coworkers Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Property 3: Status • Status: A socially defined position or rank given to groups or group members by others • Determined by: – The power a person wields over others – A person’s ability to contribute to a group’s goals – An individual’s personal characteristics Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Impact of Status (1 of 2) • Status and Norms – High-status members often have more freedom to deviate from norms and are better able to resist conformity pressures • Status and Group Interaction – High status people are more assertive – Low status members may not participate – Group creativity may suffer Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Impact of Status (2 of 2) • Status and Inequity – Perceived inequity creates disequilibrium • Status and Stigmatization – People who are stigmatized can “infect” others – Stigma by association • Group Status – Us versus them mentality Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Property 4: Size • Smaller groups are faster at completing tasks – members perform better • Large groups are consistently better at problem solving • Social loafing: tendency for individuals to expend less effort when working collectively than alone – Consistent with individualistic cultures Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Preventing Social Loafing • Set group goals • Increase inter-group competition • Engage in peer evaluation • Select members who have high motivation and like to work in groups • Distribute group rewards based on members’ individual contributions Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Property 5: Cohesiveness • Cohesiveness: The degree to which members of the group are attracted to each other and motivated to stay in the group – Performance-related norms are the moderating variable for productivity and cohesiveness ▪ High cohesiveness with high norms gives higher productivity Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Encouraging Cohesiveness 1. Make the group smaller 2. Encourage agreement with group goals 3. Increase the time spent together 4. Increase the status and perceived difficulty of group membership 5. Stimulate competition with other groups 6. Give rewards to the group rather than to individual members 7. Physically isolate the group Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Property 6: Diversity • Diversity: the degree to which members of the group are similar to or different from one another – Diversity increases group conflict but may improve group performance in the long term • Types of group diversity – Surface level diversity – Deep level diversity Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Challenges of Group Diversity • Fault lines: perceived divisions that split groups into two or more subgroups based on individual differences such as gender, race, age, work experience, and education – Splits are generally detrimental to group functioning and performance Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Decision Making Strengths • Generate more complete information and knowledge • Increased diversity of views • Increased acceptance of a solution Weaknesses • Takes longer • Conformity pressures • Discussions can be dominated by one or a few members • Ambiguous responsibility for the final outcome Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Effectiveness and Efficiency • Effectiveness – Accuracy – group is better than average individual but worse than most accurate group member – Speed – individuals are faster – Creativity – groups are better – Degree of acceptance – groups are better • Efficiency – Groups are generally less efficient Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Groupthink and Groupshift • Groupthink: relates to norms and describes situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views • Groupshift: describes the way group members tend to exaggerate their initial positions when discussing alternatives and arriving at solutions Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Groupthink • Groupthink: deterioration of individual’s mental efficiency, reality testing, and moral judgments as a result of group pressures – Members: ▪ Rationalize away resistance to assumptions ▪ Pressure doubters to support the majority – Doubters keep silent/minimize their misgivings ▪ Interpret silence as a “yes” vote Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Minimizing Groupthink • Limit group size to less than 10 • Encourage group leaders to actively seek input from all members and avoid expressing their own opinions • Appoint a “devil’s advocate” • Use exercises that stimulate active discussion of diverse alternatives Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Groupshift or Group Polarization • Groupshift: Group discussions lead members to assume new, more extreme, positions – Groups often take positions of greater risk or greater caution – May be due to diffused responsibility or greater comfort level among members Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Group Decision-Making Techniques • Interacting groups Meet face to face and rely on verbal and nonverbal interactions to communicate • Brainstorming Generates a list of creative alternatives – Problem: production blocking • Nominal Group Technique (NGT) Restricts discussion during the decision-making process to encourage independent thinking Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Evaluating Group Effectiveness Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Implications for Managers • Recognize that groups can dramatically affect individual behavior in organizations, to either a positive or negative effect. • To decrease the possibility of deviant workplace activities, ensure that group norms do not support antisocial behavior. • Pay attention to the status aspect of groups. • Use larger groups for fact-finding activities and smaller groups for action-taking tasks. • To increase employee satisfaction, ensure people perceive their job roles accurately. Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Copyright Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Essentials of Organizational Behavior Fourteenth Edition Chapter 10 Understanding Work Teams Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. After studying this chapter you should be able to: 1. Analyze the growing popularity of teams in organizations. 2. Contrast groups and teams. 3. Contrast the five types of team arrangements. 4. Identify the characteristics of effective teams. 5. Explain how organizations can create team players. 6. Decide when to use individuals instead of teams. Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Why Are Teams So Popular? • Increased competition has forced companies to restructure to compete more efficiently • Teams: – Better utilize employee talents – Are more flexible and responsive to change – Democratize and motivate Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Groups and Teams • Work group: Interacts primarily to share information and to make decisions to help one another perform within each member’s area of responsibility • Work team: Generates positive synergy through coordinated effort; individual efforts result in a level of performance that is greater than the sum of those individual inputs Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Comparing Work Groups and Work Teams Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Four Types of Teams Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Problem-Solving Teams • Members often from the same department • Share ideas or suggest improvements • Rarely given authority to unilaterally implement any of their suggested actions Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Self-Managed Work Teams • 10-15 employees in highly related jobs • Team takes on supervisory responsibilities: – – – – Work planning and scheduling Assigning tasks Operating decisions/actions Working with customers • May select and evaluate members • Effectiveness is dependent on the situation Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Cross-Functional Teams • Members from same level, but diverse areas, within and between organizations • Exchange information • Develop new ideas and solve problems • Coordinate complex projects • Development may be time consuming due to complexity and diversity Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Virtual Teams • Computer technology ties dispersed team together • Managing virtual teams: – Ensure trust is established among members – Monitor progress closely – Publicize the efforts and products of the team throughout the organization Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Multiteam Systems • Collections of two or more interdependent teams that share a superordinate goal – A ‘team of teams’ • Can be the best choice Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Creating Effective Teams Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Context Factors in Team Success • • • • Presence of adequate resources Effective leadership and structure Climate of trust in the team Performance evaluation and reward system that reflects team contributions Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Team Composition and Success • Abilities of members – High-ability – Adaptability • Personality of members – Conscientious and open-minded • Allocation of roles • Diversity of members – Organizational demography • Cultural differences • Size of teams • Member preferences Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Potential Team Member Roles Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Team Process and Success (1 of 2) Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Team Process and Success (2 of 2) 1. 2. 3. 4. 5. 6. 7. 8. Common plan and purpose Specific goals Team efficacy Team identity Team cohesion Mental models Conflict levels Social loafing Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Turning Individuals into Team Players • Selection: Need employees who have the interpersonal as well as technical skills • Training: Workshops on problem-solving, communications, negotiation, conflictmanagement, and coaching skills • Rewards: Encourage cooperative efforts rather than individual ones Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Teams Aren’t Always the Answer • Complexity of Work: Can the work be done better by more than one person? • Common Purpose: Does the work create a common purpose or set of goals for the people in the group that is more than the aggregate of individual goals? • Interdependence: Are the members of the group interdependent? Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Implications for Managers • Effective teams have adequate resources, effective leadership, a climate of trust, and a performance evaluation system that reflects team contributions. • Effective teams tend to be small. • Effective teams have members who believe in the team’s capabilities, are committed to a common plan and purpose, and have an accurate shared mental model of what is to be accomplished. • Select individuals who have the interpersonal skills to be effective team players; provide training to develop teamwork skills; and reward individuals for cooperative efforts. • Do not assume that teams are always needed. Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Copyright Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved. ... Purchase answer to see full attachment