Leader Emergence & Motivation:
- Affective identity, noncalculative, and
social normative motivations.
Traits & Needs:
- Power, achievement, affiliation, cognitive
ability.
Leadership Styles & Theories:
- Trait Theory
- Fiedler’s Contingency Model
- Path-Goal Theory
- Situational Leadership
- Leader-Member Exchange (LMX)
- Vroom-Yetton Model
- IMPACT Theory
Power & Influence:
- Expert, legitimate, reward, coercive,
referent power.
Transformational vs. Transactional
Leadership
Authentic Leadership & Cultural
Dimensions (Project GLOBE)
Skills of Effective Leaders:
- Communication, planning, decisionmaking, integrity, etc.
Unsuccessful Leadership Traits:
- Poor planning, emotional control, unethical
behavior.
CH 13
Groups, Teams and Conflict
Behavior and conflict within a group
Learning Objectives
1. To understand and analyze the nature of
group behavior and conflict
2. Apply strategies for managing conflict
effectively within group settings.
Group Dynamics
Definition according to Gordon:
a. The members of the group must see
themselves as a unit.
b. The group must provide rewards to its
members.
c. Anything that happens to one member of
the group affects every other member.
d. The members of the group must share a
common goal.
Criteria of a Group
To be considered a group, two or more
people must see themselves as a unit.
Membership must be rewarding for each
individual in the group.
Corresponding Effects – an event that
affects one member of a group will affect
the other group members.
Common Goals – an aim or purpose shared
by members of a group.
Reasons for joining groups
Assignment – in the workplace, the most
common reason for joining groups is that
employees are assigned to them.
Physical Proximity – people tend to form
group with people who either live or work
nearby.
Affiliation – a leadership style in which the
individual leads by caring about others and
that is most effective in a climate of anxiety.
Identification - the need to associate
ourselves with the image projected by other
people, groups, or objects.
Emotional Support
Assistance or Help
Common Interests
Common Goals
Factors affecting group performance
1. Group Cohesiveness - the extent to which
members of a group like and trust one
another.
Group Homogeneity
Homogenous Groups - groups whose
members share the same characteristics.
Heterogeneous Groups - groups whose
members share few similarities.
Slightly Heterogeneous Groups – groups in
which a few group members have different
characteristics from the rest of the group.
Stability of Membership
Stability – the extent to which the
membership of a group remains consistent
over time.
Isolation – the degree of physical distance of
a group from other people.
Outside Pressure - the amount of
psychological pressure placed on a group by
people who are not members of the group.
Psychological Reactance – when we believe
that someone is trying to intentionally
influence us to take some particular action,
we often react by doing the opposite.
Group Size - the number of members in a
group.
Additive Tasks - tasks for which the group’s
performance is equal to the sum of the
performances of each individual group
member.
Conjunctive Tasks - tasks for which group’s
performance is dependent on the
performance of the least effective group
member.
Disjunctive Tasks - tasks for which the
performance of a group is based on the
performance of its most talented member.
Social Impact Theory – states that the
addition of a group member has the greatest
effect on group behavior when the size of
the grap is small.
Group Status
Factors affecting group performance
2. Group Ability and Confidence – believe
that their team can be successful both at:
High Team Efficacy – specific task
High Team Potency – tasks in general
3. Personality of the Group Members
4. Communication Structure or Network –
the manner in which members of a group
communicate with one another.
Social Facilitation – involves the positive
effects of the presence of others on an
individual’s behavior.
Social Inhibition - involves the negative
effects of other’s presence.
Coaction – the effect on behavior when two
or more people are performing the same task
in the presence of each other.
Factors affecting group performance
Mere Presence – theory stating that the very
fact that others happen to be present
naturally produces arousal and thus may
affect performance.
Comparison – the effect when an individual
working on a task compares his or her
performance with that of another person
performing the same task.
Evaluation Apprehension – the idea that a
person performing a task becomes aroused
because he or she is concerned that others
are evaluating his or her performance.
Distracting – social inhibition occurs
because the presence of others provides a
distraction that interferes with concentration.
Factors affecting group performance
Factors affecting group performance
5. Group Roles
Task-oriented Roles - involve behavior such
as offering new ideas, coordinating
activities, and finding new information.
Social-oriented Roles – involve encouraging
cohesiveness and participation.
Individual Role – includes blocking group
activities, calling attention to oneself and
avoiding group interaction.
Factors affecting group performance
6. Presence of Others: Social Facilitation
and Inhibition
Social Loafing - the fact that individuals in a
group often exert less individual effort than
they would if they were not in a group.
7. Individual Dominance - when one
member of a group dominates the group.
8. Group Think – a state of mind in which a
group is so concerned about its own
cohesiveness that it ignores important
information.
Devil’s advocate – a group member who
intentionally provides an opposing opinion
to that expressed by the leader or the
majority of the group.
Individual versus Group Performance
Nominal Group
A collection of individuals whose results are
pooled but who never interact with one
another.
Interacting Group
A collection of individuals who work
together to perform task.
Brainstorming
- A technique in which ideas are generated
by people in a group setting.
TEAMS
Work team
-Is a collection of three or more individuals
who interact intensively to provide an
organizational product, plan, decision, or
service
Interdependence
the extent to which the team members need
to rely on other team members.
Power Differentiation
- the team members have the same level of
power and respect.
Social Distance
the team members treat each other in
friendly, informal matter.
Permanency
A team will remain together or be disbanded
after a task has been accomplished.
Proximity
Physical distance between people.
Virtual teams
- Teams that communicate through email
rather than face-to-face.
Types of team
Work Team
- group of employees who manage
themselves, assign jobs, plan and schedule
work, make work related decisions, and
solve work- related problems.
Parallel Team
- Also called cross- functional teams.
-They consist of representative from various
departments within an organization.
Project team
- Groups formed to produce onetime outputs
such as creating a new product, installing a
new software system, or hiring a new
employee.
Management team
- Teams that coordinate, manage, advise and
direct employees and teams
How Team Develop
Forming stage
Team members “feel out” the team concept
and attempt to make a positive impression.
Storming stage
- In which group members disagree and
resist their team roles.
Norming stage
Teams establish roles and determine policies
and procedures.
Performing stage
- Teams work toward accomplishing their
goals.
Why teams don’t always work?
The team is not a
team.
Excessive meeting of requirements.
Lack of empowerment
Lack of skill.
Distrust of the team process.
Unclear objectives.
CONFLICT – is the psychological and
behavioral reaction to a perception that
another person is keeping you from reaching
a goal, taking away your right to behave in a
particular way, or violating the expectancies
of a relationship.
Ex. Kenneth might perceive that Ed is trying
to get the promotion that is “rightfully his”
(keeping him from his goal)
“Most conflict results in lower team
performance and lower member
satisfaction.” – De Dreu & Weingart (Basis
of Meta-Analysis)
Dysfunctional Conflict – conflict that keeps
people from working together, lessens
productivity, spreads to other areas, or
increases turnover.
Functional Conflict – Conflict that results in
increased performance or better
interpersonal relations.
arises when the completion of a task by
one(1) person affects the completion of a
task by another person.
Jurisdictional Ambiguity
- Conflict caused by a disagreement
about geographical territory or lines of
authority.
Communication Barriers
- Physical, cultural, and
psychological obstacles that interfere with
successful communication and create a
source of conflict.
Beliefs
- when different beliefs like
individuals/groups are “superior to other
people or group” or “have been mistreated
by others” and etc.
Personality
- conflict is often a result of people
with incompatible personalities who must
work together.
CONFLICT STYLES
TYPES OF CONFLICT
Competition for resources
- A cause conflict that occurs when
the demand for resources is greater than the
resources available.
Avoiding Style
- The conflict style of a person who
reacts to conflict by pretending that it does
not exist.
Accommodating Style
- The conflict style of a person who
tends to respond to conflict by giving in to
the other person.
Forcing Style
- The conflict style of a person who
responds to conflict by always trying to win.
Collaborating Style
- The conflict style of a person who
wants a conflict resolved in such a way that
both sides get what they want.
Task Interdependence
- a potential source of conflict that
Compromising Style
- A style of resolving conflicts in
Interpersonal Conflict
- conflict between two (2) people.
Individual-Group Conflict
- conflict between an individual and
the other members of a group.
Group-Group Conflict
- conflict between two(2) or more
groups.
CAUSES OF CONFLICT
which an individual allows each side to get
some of what it wants.
RESOLVING CONFLICT
Negotiation and Bargaining
- A method of resolving conflict in
which two(2) sides use verbal skill and
strategy to reach an agreement.
Cooperative Problem Solving
- A method resolving conflict in
which two(2) sides get together to discuss a
problem and arrive at a solution.
Mediation
- A method of resolving conflict in
which a neutral third party is asked to help
the two parties reach an agreement.
Arbitration
- A method of resolving conflict in
which a neutral third party is asked to
choose which side is correct.
Questions?
CH. 7 Training Employees Reviewer
Training Employees
Person Analysis – determining which
employees needs training and in which
areas
Learning Objectives
Methods of Conducting Needs Analysis
1. Identify the process involved in making
the manpower of the company effective in
delivering organizational visions,
missions and objectives.
Performance Appraisal Scores
2. Develop the skill in making training
modules, conduct and evaluate the effect.
3. Master the skills so they can use them
as they go out into the corporate world
and practice effective work habits and
attitudes.
Survey
Interview
Skill and Knowledge Test
Critical Incident
Developing a Training Program
4. Integrate motivation to their values
Establishing Goals and Objectives
Steps in Conducting Training
Needs Analysis
The first step in developing an employee
training system
Must be obtainable given the time and
resources allocated to the training
It should state what the learners are
expected to do, the conditions under
which they are expected to do it, the level
at which they are expected to do it
Vague objectives must be replaced with
specific objectives
Types of Needs Analysis
Organizational Analysis – determine
those organizational factors that either
facilitate or inhibit training effectiveness
Task Analysis – use the job analysis to
identify the tasks performed by each
employee, the conditions under which
these tasks are performed, and the
competencies needed to perform the
tasks under the identified conditions
Motivating Employees
Most obvious way: “Require them”
Relate the training to an employee’s
immediate job
Make the training interesting
Increase employee buy-in – allowing the
employees to choose and plan the types of
training offered
a. In-House trainers – used when training
program will be presented too frequently
to justify the cost
Provide Incentives
b. External Trainers – when the trainers
in an organization lack the expertise on a
particular topic or when the cost of
internally developing a training program
exceeds the cost of contracting with an
external trainer
Reduce the stress associated with
attending
Skill-based pay – an employee
participates in a training program that is
designed to increase a particular skill an
employee needs either to be promoted or
receive a pay raise
Motivate Employees
a. Vertical Skill Plans – pay for skill in a
single job
c. Videotapes – can be repeated many
times
d. College/Universities – lower costs,
access to excellent training facilities,
access to well-known faculty, and the
potential for employees to receive college
credit for completing the training
b. Horizontal skill plans – focus on skills
used across multiple jobs
Initial Decisions
c. Depth skill plans – rewards employees
for learning specialized skills
? Where will the training be held – could
be an on-site or off-site location
d. Basic Skills Plans – focus on such basic
skills as math and English
? How Long should the Training be – if too
much training occur at one time,
employees will not be able to pay
attention to all that is being taught or be
able to remember that on which they did
concentrate
▪ Also results in increased savings for an
organization
Deliver the Training Program
1. Conducting Classroom Training
• Massed versus Distributed Practice
Preparing for Classroom Training
▪ A trainer must consider the size,
demographics, and ability of the audience
Initial Decisions
Who will conduct the Training – could be
in-house trainers, outside trainers,
videotapes and local universities
▪ Trainer must research a topic, develop
a training outline, create visuals,
handouts, and obtain or create supporting
materials
▪ The purpose of handouts is to provide
material that the trainees can take back to
their jobs
through the internet, or though the
organization’s intranet, and complete the
programs at their own pace
▪ Interactive Video – most common
Delivering the Training Program
▪ Webinars (more interactive)
1. Introducing the Trainer and Training
session – introduction must be short and
should establish the credentials of the
trainer the objectives, training schedule,
and seminar rules must also be stated
Webcasts (one-way communication)
3. Conducting On-The-Job Training
2. Using Icebreakers and Energizers
3. Making the presentation
4. Using Case Studies to Apply Knowledge
5. Using Simulation Exercises to Practice
new skills
Learning by Modeling Others
▪ Modeling (Social learning) – employees
learn by watching how other employees
perform or model a behavior
6. Practicing Interpersonal Skills through
Role Play
▪ We tend to model behavior of people
who are like us, who are successful, and
who have status
7. Increasing Interpersonal Skills through
Behavior Modelling
▪ The employee must pay attention to the
behavior of other employees
▪ The employee must be able to retain
the information that is being modeled
2. Providing Training through Distance
Learning
Learning through Job Rotation
Distance Learning
Programmed Instructions - could use the
books, video, or interactive videos. With
this, employees studies at their own pace,
and the exam ensures that the employees
understand the material
o Computer-Based Training or Web-based
Programmed Instructions (e-learning) –
employees could choose from a variety of
training programs offered on-site,
▪ Employee performs several different
jobs within an organization
▪ Can improve job satisfaction by
reducing boredom
Cross Training – teaching employees how
to perform task traditionally performed
by other employees
Learning through Apprentice Training
▪ Individual usually takes 144 hours of
formal class work each year and works
with an expert for several years to learn a
particular trade and perhaps become
eligible to join a trade union
▪ The apprentice learns valuable trade,
and the expert or the organization gets
inexpensive labor
The more similar the training situation is
to the actual job situation, the more
effective training will be
o Have the trainee practice the desired
behavior as much as possible
o Overlearning – practicing a task even
after it has been successfully learned
o Practice many different situations as
possible
Learning through Coaching and
Mentoring
Coaching – takes in two forms:
experienced employees and professional
coaches
Experienced Employees – highly effective,
allowing the employee learn from the
expert
• Pass through Programs – experienced
workers are temporarily assigned to
training department
b. Professional Coaches – similar to
consultants and hired to coach a
particular employee
Mentoring – veteran in the organization
takes special interest in a new employee
and helps him not only to adjust to the job
but also in the organization
▪ One excellent method of OJT is to have a
supervisor that would meet the employee
to discuss is strengths and weaknesses on
the job
Ensuring Transfer of Training
o Employees must be given the
opportunity and encouraged to apply
what they have learned
Evaluation of Training Results
Research Designs for Evaluations
Two factors differentiate the various
methods: practicality and experimental
rigor
o The most simple and practical of
research designs implements a training
program and then determines whether
significant change is seen
o Pre-test – taken before the training
o Post-test – taken after the training
o Pre-test > Training > Post-Test
o A control group must be utilized –
consists of employees who will be tested
and treated the same manner but wont
have training
o Solomon four-groups design – one
group will undergo training but wont be
taking pretest; second group will take the
pretest and training; third group will not
undergo training but will take pretest;
fourth group will not have pretest nor
training
Evaluation Criteria
1. Content Validity – comparing training
content with the knowledge, skills and
abilities required to perform a job
2. Employee Reactions – involve asking
the trainee if they enjoyed the training
and what they learned
3. Employee Learning – creating a test to
determine whether an employee actually
learned
4. Application of Training – the extent to
which employees actually can use the
learned material
5. Business Impact – determined by
evaluating whether the goals of the
training were met
6. Return on Investment – after
accounting for the cost of the training,