ADMS 2400 Final Exam Review WORD York University ADMS 2400
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ADMS 2400
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ADMS 2400
role: a set of expected behaviours of a person in a
given position in a social unit
-every role has its expectations and with expectations
comes conflict
role expectations: how others believe a person should
act in a given situation
role conflict: a situation in which an individual finds
tha...
adms 2400 final exam review word york university adms 2400
role a set of expected behaviours of a person in a given position in a social unit every role has its expectations and with expectations c
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role: a set of expected behaviours of a person in a Chapter 6: Groups and Teamwork
given position in a social unit group: two or more people with a common relation-
-every role has its expectations and with expectations ship (co-worker or people meeting for lunch or standing at the bus
comes conflict stop)
role expectations: how others believe a person should team: a small number of people who work closely to-
act in a given situation gether toward a common objective and are accountable
role conflict: a situation in which an individual finds to one another
that complying with one role requirement may make it -groups become a team when they meet these:
(a) team members share leadership.
more difficult to comply with another (being a mom and a (b) both individuals and the team as a whole share accountability for
manager, with a sick child)
the work of
-conflict between work and family roles is one of the the team.
most significant sources of stress for most employees (c) the team develops its own purpose or mission.
role ambiguity: a person is unclear about his or her (d) the team works on problem solving continuously, rather than just
at scheduled meeting times.
role (e) the team’s measure of effectiveness is the team’s outcomes and
-groups benefit when individuals know their roles. goals, not individual outcomes and goals.
Roles within groups and teams should be balanced -not all groups are teams but all teams are groups
role overload: too much is expected of someone -teams typically outperform individuals when the tasks
role under load: too little is expected of someone and being done require multiple skills, judgment, and expe-
that person feels that he/she is not contributing to the rience
group Types of Teams
(1) problem solving (process-improving) team: a
norms: acceptable standards of behaviour within a group of 5 to 12 employees from the same department
group that are shared by the group’s members who meet for a few hours each week to discuss ways
-all groups have established norms that tell what they of improving quality, efficiency, and the work environ-
ought and ought not to do under certain circumstances ment. (make recommendations but are rarely implemented)
-formalized norms are written up in organizational (2) self-managed (self-directed) team: a group of 10
manuals that set out rules and procedures for employ- to 15 employees who take on many of the responsibili-
ees to follow. But, by far, most norms in organizations ties of their former managers. (includes planning and sched-
are informal. (You don’t need someone to tell you that throwing uling of work, assigning tasks to members, making operating deci-
paper airplanes or engaging in prolonged gossip sessions at the water sions, taking action on problems, and working with suppliers and
cooler is an unacceptable behaviour when the “big boss from customers)
Toronto” is touring the office) (3) cross-functional (project) team: a group of em-
-common norms have to do with: ployees at about the same hierarchical level but from
(a) Performance: How hard to work, the level of output, what kind different work areas, who come together to accomplish
of quality, levels of tardiness a task (effective way for people exchange information, develop
(b) Appearance: Dress codes, when to look busy, when to “goof off,”
new ideas, solve problems, and coordinate complex projects)
how to show loyalty
(c) Social arrangement: With whom to eat lunch, whether to form -their early stages of development are often time-con-
friendships on and off the job suming as members learn to work with diversity and
(d) Allocation of resources: Pay, assignments, allocation of tools and complexity. It takes time to build trust and teamwork,
equipment
especially among people from varying backgrounds,
-most norms develop by: with different experiences and perspectives.
(a) Explicit statements made by a group member. Often, in-
structions from the group’s supervisor or a powerful member
(4) virtual teams: a team that uses computer technol-
establish norms. (The team leader might specifically say that no ogy to tie together physically dispersed members in or-
personal phone calls are allowed during working hours or that coffee der to achieve a common goal
breaks must be no longer than 10 minutes) -for effectiveness ensure:
(b) Critical events in the group’s history. These set important (a) trust is established among team members (one inflammatory
precedents. (someone is injured while standing too close to a ma- remark in a team member email can severely undermine team trust)
chine and, from that point on, members of the work group regularly (b) team progress is monitored closely (so the team does not
monitor one another to ensure that no one other than the operator lose sight of its goals and no team member “disappears”)
gets within two metres of any machine) (c) the efforts and products of the virtual team are publicized
(c) Primacy. The first behavioural pattern that emerges in a throughout the organization (so the team does not become invisi-
group frequently sets team expectations . (Groups of students ble)
who are friends often choose seats near one another on the first day (5) multi-team systems: a collection of two more
of class and become upset if an outsider takes “their” seats in a later
class) more interdependent teams that share a superordinate
(d) Carry-over behaviours from past situations. (Group mem- goal (a team or teams)
bers bring expectations with them from other groups to which they -too many team members does more harm than good
have belonged) -all teams are dependent on the success of the other team
-norms are important because,
, individually oriented evaluation and reward system to reflect team (a) It facilitates the group’s survival
performance and focus on hybrid systems that recognize (b) It increases the predictability of group members’ behav-
individual members for their exceptional contributions iours.
and reward the entire group for positive outcomes (when there is a
(c) It reduces embarrassing interpersonal problems for
large discrepancy in wages among group members, collaboration is
lowered) group members.
(d) It allows members to express the central values of the
group and clarify what is distinctive about the group’s iden-
tity.
conformity: adjusting one’s behaviour to align with
the norms of the group
-the group can place strong pressures on individual
members to change their attitudes and behaviours to
conform to the group’s standard
-group norms can pressure us toward conformity. We
desire to be one of the group and avoid being visibly
different
-the Five-Stage Group Development Model
Stage I: Forming; uncertainty about the team’s purpose,
structure and leadership
Stage II: Storming; intragroup conflict (teams that remain in this
stage, will not be able to complete the task)
Stage III: Norming; relationships develop and the team
demonstrates cohesiveness
Stage IV: Performing; fully functional (doing the task at hand)
Stage V: Adjourning; focused on wrapping up the task (some
members may be relived meanwhile others are not happy to be done)
-the Punctuated-Equilibrium Model; groups with dead-
lines
Phase 1: the first meeting sets the team’s direction. The team’s di-
-teams should be staffed by: rection becomes “written in stone” and is unlikely to be re-examined
Skills throughout the first half of the team’s life. This is a period of inertia
team’s performance depends on the knowledge, skills, and abilities —that is, the team tends to stand still or become locked into a fixed
of individual members. These abilities set limits on what members course of action
can do and how effectively they will perform on a team. High-ability Phase 2: teams experienced their transition precisely halfway be-
teams—composed of mostly intelligent members—do better than tween the first meeting and the official deadline. The midpoint ap-
lower-ability teams. High-ability teams are also more adaptable to pears to work like an alarm clock, heightening members’ awareness
changing situations; they can more effectively apply existing knowl- that their time is limited and that they need to “get moving.” The
edge to new problems. The ability of the team’s leader also matters. team’s last meeting is characterized by a final burst of activity to fin-
Smart team leaders help less intelligent team members when they ish its work.
struggle with a task.
-four contextual factors that relates to team perfor-
Personality of Members
teams that rate higher on mean levels of conscientiousness and open- mance is:
ness to experience tend to perform better. Teams did worse when Adequate Resources
they had one or more highly disagreeable members. Open team a scarcity of resources directly reduces the ability of a team to per-
members communicate better with one another and throw out more form its job effectively. This support includes technology, adequate
ideas, which leads teams composed of open people to be more cre- staffing, administrative assistance, encouragement, and timely infor-
ative and innovative. a team with varying conscientiousness levels mation
will not work to the peak performance of the highly conscientious Leadership and Structure
members. Instead, a group normalization dynamic will complicate leaders need to empower teams by delegating responsibility to them,
interactions and force the highly conscientious members to lower and they play the role of facilitator, making sure the teams work to-
their expectations therefore reducing the group’s performance gether rather than against one another.
Allocation of Roles the role of team leader involves the following:
Teams have different needs, and members should be selected to en- (1) Creating a real team rather than a team in name only
sure all the various roles are filled. Put your most able, experienced, (2) Setting a clear and meaningful direction for the team’s work
and conscientious employees in the most central roles in a team (3) Making sure that the team structure will support working effec-
task-oriented roles: roles performed by group members to ensure tively
that the tasks of the group are accomplished (4) Ensuring that the team operates within a supportive organiza-
maintenance roles: roles performed by group members to maintain tional context
good relations within the group. (5) Providing expert coaching
managers need to understand the individual strengths each person Climate of Trust
can bring to a team, select members with their strengths in mind, and trust among team members facilitates cooperation, reduces the need
allocate work assignments that fit with members’ preferred styles. to monitor one another’s behaviour, and bonds members around the
Diversity of Members belief that others on the team won’t take advantage of them.
group diversity: the presence of a heterogeneous mix of individuals Performance Evaluation and Rewards
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