1
4
-
1
Bateman
Snell
Management
Competing
in the
New Era
5th
Edition
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
Part Four
Chapter 14 - Managing Teams
Chapter Outline
The Contributions of Teams
Benefits of Groups
The New Team Environment
How Groups Become Teams
Building Effective Teams
Managing Lateral Relationships
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
3
Learning Objectives
After
studying Chapter 14, you will know:
 how
teams contribute to your organization’s effectiveness
 what makes the new team environment different from the old
 how groups become teams
 why groups sometimes fail
 how to build an effective team
 how to manage your team’s relationships with other teams
 how to manage conflict
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
4
The Contributions Of Teams
Building block
for organization
structure
Force for
innovation
Force for
productivity
Effects on
organizations
Force for
change
Force for
speed
Force for
quality
Force for
cost reduction
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
5
Benefits Of Groups
For the organization
For the individual
•Accomplish tasks that could not be
done by individuals alone
•Aid in learning about the organization
and its environment
•Bring multiple skills and talents to
bear on complex tasks
•Aid in learning about oneself
•Provide help in gaining new skills
•Provide a vehicle for decision making
•Obtain valued rewards that are not
that permits multiple views
accessible through individual initiative
•Provide a means for controlling
•Directly satisfy important personal
individual behavior
needs, especially social needs
•Facilitate changes in policies or
procedures
•Increase organizational stability
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
6
The New Team Environment
Definitions
 working
group - collection of people who work in the same
area or have been drawn together to undertake a task
do
not necessarily come together as a unit and achieve
significant performance improvements
 team
- small number of people with complementary skills
who are committed to a common purpose, set of performance
goals, and approach for which they hold themselves mutually
accountable
real
teams are more fully integrated into the organizational
structure
authority of teams is increasing
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
7
The New Team Environment
(cont.)
Types
of teams
 work
teams - make or do things like manufacture, assemble,
sell, or provide service
are
well defined and a clear part of the organization’s structure
composed of a full-time, stable membership
 project
and development teams - work on long-term projects
disband
when the work is completed
 parallel
teams - operate separately from the regular work
structure on a temporary basis
do
work that is not normally done by the standard structure
recommend solutions to specific problems
do not have the authority to act
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
8
The New Team Environment
(cont.)
Types
of teams (cont.)
 management
teams - coordinate and provide direction to
subunits
integrate
work among subunits
authority based on hierarchical rank
responsible for the overall performance of the organization
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
9
The New Team Environment
Traditional environment
Team environment
•Managers determine and plan the
work
•Jobs are narrowly defined
•Cross-training is viewed as
inefficient
•Most information is “management
property”
•Training for nonmanagers focuses
on technical skills
•Risk taking is discouraged
•People work alone
•Rewards based on individual
performance
•Managers determine “best methods”
•Managers and teams jointly determine
and plan the work
•Jobs require broad skills and knowledge
•Cross-training is the norm
•Information is freely shared
•Continuous learning requires training
for all
•Encourage and support measured risk
taking
•People work together
•Rewards based on contributions to the
team and individual performance
•Everyone works to improve methods
and processes
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
0
Team Autonomy Continuum
Low team autonomy
High team autonomy
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
1
The New Team Environment
(cont.)
Self-managed
teams
 autonomous
work groups in which workers are trained to do
all or most of the jobs in a unit
 have no immediate supervisor
 make decisions previously made by first-line supervisors
 compared to traditionally managed teams, self managed
teams appear to:
be
more productive
have lower costs
provide better customer service
have better safety records
be more satisfying for members
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
2
The New Team Environment
(cont.)
Self-managed
teams (cont.)
 traditional
work groups - have no managerial
responsibilities
supervised
by first-line manager
 quality
circles - voluntary groups of people drawn from
various production teams who make suggestions about
quality
have
no authority to make decisions or execute
 semiautonomous
work groups - make decisions about
managing and carrying out major production activities
still
get outside support for quality control and maintenance
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
3
The New Team Environment
(cont.)
Self-managed
teams (cont.)
 autonomous
work groups (self-managing teams) - control
decisions about and execution of a complete range of tasks
fully
responsible for an entire product or an entire part of a
production process
 self-designing
teams - control the design of the team
responsibilities
comparable to those of autonomous work groups
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
4
How Groups Become Teams
Group
activities
 forming
- members lay the ground rules for what types of
behavior are acceptable
 storming - hostilities and conflict arise
people
jockey for positions of power and status
 norming
norms
- members agree on shared goals
and closer relationships develop
 performing
- group channels its energies into performing its
task
 declining - deterioration of a group
 adjourning - termination of a temporary group
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
5
How Groups Become Teams
(cont.)
Transnational
teams
 work
groups composed of multinational members whose
activities span multiple countries
 often are geographically dispersed and psychologically
distant
 work on highly complex projects of considerable importance
 teams require several skills
skills - build team’s legitimacy
catalytic skills - work with a variety constituents, build
commitment, reward members for contributions
integrative skills - emphasize excellence, coordinate problem
solving, and measure progress and results
advocacy
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
6
How Groups Become Teams
(cont.)
The
passage of time
 groups
are open to formative experiences at critical periods
forming
period - rules, norms, and roles are established that set
long-lasting precedents
midway period - occurs between initial meeting and a deadline
realization that time is becoming a scarce resource
 group must “get on with it”
 sufficient time to change the approach if necessary

Why
groups sometimes fail
 not
easy to build high-performance teams
 giving up control to teams is difficult for some managers
 not knowing and doing what makes teams successful
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
7
Stepping Up To Team Leadership
Team leadership
Participative leadership
Supervisory leadership
Direct people
Explain decisions
Train individuals
Involve people
Get input for
decisions
Develop individual
performance
Coordinate group
effort
Manage one-on-one
Resolve conflict
Contain conflict
Implement change
React to change
Build trust and
inspire teamwork
Facilitate and support
team decisions
Expand team
capabilities
Create a team identity
Make the most of
team differences
Foresee and
influence change
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
8
Building Effective Teams
Criteria
for team effectiveness
 productive
output - standards of quantity and quality
 satisfaction of member needs
 commitment to work together - remain viable with good
prospects for future successes
A performance
focus
 commitment
to a common purpose
 common understanding of how team will work together
 norms developed for examining performance strategies
 purpose translated into measurable performance goals
 feedback on team performance
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
1
9
Building Effective Teams (cont.)
Motivating
 social
teamwork
loafing - being less productive when in a group
occurs
when individuals believe that:
their contributions are not important
 others will do the work for them
 their lack of effort will go undetected

 social
facilitation - working harder when in a group than
when working alone
occurs
when individuals:
are concerned with what others think of them and when they want
to maintain a positive self-image
 know each other and can observe each other
 have clear performance goals and culture supportive of teamwork

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
0
Building Effective Teams (cont.)
Motivating
 generated
teamwork (cont.)
by designing the team’s task to be motivating
the
task is meaningful
team members accountable to one another, not just the boss
 best
motivation is tying rewards to team performance
assumes
that performance can be measured validly
differential rewards for member’s contributions should be made
by the team itself
Member
contributions
 members
should be selected and trained to be effective
 teams require technical, problem-solving and decisionmaking, and interpersonal skills
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
1
Building Effective Teams (cont.)
Norms
 shared
beliefs about how people should think and behave
 from the organization’s standpoint, norms can be positive or
negative
 generally apply to all team members
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
2
Building Effective Teams (cont.)
Roles
 different
sets of expectations for how different individuals
should behave
 two important sets of roles must be performed
task
specialist - have more job-related skills and abilities
have more decision-making responsibilities
 provide instructions and advice

maintenance
 team
specialist - develop and maintain harmony
leaders - build commitment and confidence
manage
relationships with outsiders
deal with obstacles in the way of team performance
create opportunities for team members
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
3
Building Effective Teams (cont.)
Roles
(cont.)
 coach
- management representative to whom the team
reports
not
a true member of the team
helps the team understand its role in the organization
acts as a resource to the team
Cohesiveness
 degree
to which:
the
team is attractive to its members
members are motivated to remain in the team
members influence one another
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
4
Building Effective Teams (cont.)
Cohesiveness
 Importance
(cont.)
of cohesiveness
contributes
to member satisfaction
impacts performance depending upon the task and team norms
 The
in
task
decision making tasks, cohesive team subject to groupthink

to make a good decision, team should establish a norm of
constructive disagreement
if
task involves producing tangible output, cohesiveness can
enhance performance
 Performance
norms - cohesive groups are more effective at
norm enforcement
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
2
5
Cohesiveness, Performance
Norms, And Group Performance
Performance Norms
Low
Cohesiveness
1
4
-
High
Low Poor goal attainment and
task performance
Moderate goal attainment
and task performance
High goal attainment
(group’s perspective)
High
and lowest task performance
(management’s perspective)
High goal attainment
and task performance
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
6
Building Cohesiveness And High
Performance Norms
Recruit members
with similar
attributes
Tie rewards to
team performance
Present a
challenge from
outside the team
Team
Cohesiveness
and
Performance
Be a
participative
leader
High entrance
and socialization
standards
Keep the team
small
Help team succeed
and publicize its
successes
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
7
Managing Lateral Relationships
Managing
outward
 gatekeeper
scans
- role that spans team boundaries
environment for relevant information
 team’s
strategy dictates the mix of internally versus
externally focused roles
informing
strategy - entails concentrating on the internal team
process to achieve a state of performance readiness

subsequently, outsiders informed of teams intentions
parading
strategy - entails simultaneously emphasizing internal
team building and achieving external visibility
probing strategy - requires team members to interact frequently
with outsiders to diagnose customer needs and experiment with
solutions
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
8
Patterns Of Working
Relationships
Service
relationships
Work flow
relationships
Liaison
relationships
Stabilization
relationships
Lateral
role
relationships
Advisory
relationships
Audit
relationships
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
2
9
Managing Lateral Relationships
(cont.)
Intergroup
conflict
 some
conflict may be constructive for the organization
 many things cause great potential for destructive conflict
 tensions and anxieties likely to arise in teams that are:
demographically
diverse
from different parts of the organization
composed of contrasting personalities
 teams
must:
accept
differences and conflict
learn to use differences to their advantage
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
3
0
Managing Lateral Relationships
(cont.)
Managing
conflict
 aim
is to make conflict productive
 people benefit from conflict when:
a
new solution is implemented, the problem is solved, and it is
unlikely to emerge again
work relationships have been strengthened and people believe
they can work together in the future
 four-stage
dispute resolution process
investigate
decide
take action
decide
 don’t
allow dysfunctional conflict to build
 procedural justice is important
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
1
4
-
3
1
Managing Lateral Relationships
(cont.)
Conflict
 two
styles
dimensions used to distinguish among styles
assertiveness
- how much people strive to satisfy their own
concerns
cooperativeness - degree of focus on satisfying other party’s
concerns
 different
styles are necessary at different times
 collaboration is the ideal approach when both sets of
concerns are valid, a creative solution is needed, and when
commitment to the solution is vital for implementation
superordinate
goals - higher-level organizational goals toward
which all teams should be striving
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.
3
2
Conflict Management Strategies
Cooperativeness
Uncooperative
Cooperative
Assertive Competing
Assertiveness
1
4
-
Unassertive Avoiding
Collaborating
Compromising
Accommodating
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved.