3 Show You work for an international company that has offices around the world. You have been asked to pull together a global virtual team to handle a specific project. The project is expected to take 3 to 5 years to complete. You are free to include individuals from any of the company's offices, which are located in the United States, Canada, Mexico, Britain, Australia, and Japan. 69) Provided that all of the team members are equally
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Terms in this set (40)Formal Groups Formal groups are work groups that are defined by the organization's structure and have designated work assignments and specific tasks directed at accomplishing organizational goals. Command Groups (Formal Group) Command groups are determined by the organization chart and composed of individuals who report directly to a given manager. Task Groups (Formal Group) Task groups are often temporary and are composed of individuals brought together to complete a specific job task. Cross-Functional Teams (Formal Group) Cross-functional teams bring together the knowledge and skills of individuals from various work areas, or are groups whose members have been trained to do each other's jobs. Self-Managed Teams (Formal Group) Self-managed teams are essentially independent. In addition to their own tasks, they take on traditional managerial responsibilities such as hiring, planning and scheduling, and evaluating performance. Informal Groups Informal groups are social groups that occur naturally in the workplace and tend to form around friendships and common interests. Forming Stage (Stages of Group Development) The forming stage has two phases. The first phase is when people first join the group and the second phase is when they define the group's purpose, structure, and leadership. The latter phase involves a great deal of uncertainty as members "test the waters" to determine acceptable behaviors and is complete when members begin to think of themselves as part of a group. Storming Stage (Stages of Group Development) The storming stage is named because it is the period of intragroup conflict about who will control the group and what the group needs to be doing. This stage is complete when a relatively clear hierarchy of leadership and agreement on the group's direction is evident. Norming Stage (Stages of Group Development) The norming stage is one in which close relationships develop and the group becomes cohesive and demonstrates a strong sense of group identity and camaraderie. This stage is complete when the group structure solidifies and the group has assimilated a common set of expectations regarding member behavior. Performing Stage (Stages of Group Development) The fourth stage is the performing stage. The group structure is in place and accepted by group members. Their energies have moved from getting to know and understand each other to working on the group's task. This is the last stage of development for permanent work groups. Adjourning Stage (Stages of Group Development) the final stage is the adjourning stage in which the group prepares to disband. Attention is focused on wrapping up activities instead of task performance. Group Behavior The basic foundation for understanding group behavior includes: Role A role refers to behavior patterns expected of someone who occupies a given position in a social unit. Individuals play multiple roles and adjust their roles to the group to which they belong at the time. In an organization, employees attempt to determine what behaviors are expected of them. They read their job descriptions, get suggestions from their bosses, and watch what their coworkers do. Role conflict occurs when an employee has conflicting role expectations. Norms Norms are acceptable standards shared by the group's members. Although each group has its own unique set of norms, common classes of norms appear in most organizations. These norms focus on: 1) Effort and performance. This is probably the most widespread norm and it can be extremely powerful in affecting an individual employee's performance. 2) Dress codes dictate what's acceptable to wear to work. Status a prestige grading, position, or rank within a group. Status Systems Status systems are important factors in understanding behavior. Status is a significant motivator that has behavioral consequences when individuals see a disparity between what they perceive their status to be and what others perceive it to be. Anything can have status value if others in the group admire it. Members of groups often place people into status categories, and they usually agree about who's high, low, and in the middle. It's important for employees to believe that there is equity or congruence between the perceived ranking of an individual and the status symbols he or she is given by the organization. Group Size and Group Behavior Research indicates, for instance, that small groups complete tasks more quickly than larger ones do. However, if a group is engaged in problem solving, large groups consistently score better than their smaller counterparts. In general, large groups—those with a dozen or more members—are good for gaining diverse input for such tasks as fact finding. On the other hand, smaller groups are better at doing something productive with those facts. Groups of approximately five to seven members tend to act more effectively. Social Loafing Individual productivity of each group member declines as the group expands, which is known as social loafing—reducing effort because dispersion of responsibility encourages individuals to slack off. Group Cohesiveness Group cohesiveness is the degree to which members are attracted to one another and share the group's goals. relationship between cohesiveness and productivity 1) If the goals are favorable, a cohesive group is more productive than a less cohesive group. Work Groups Work groups share information and make decisions to help each member do his or her job more efficiently and effectively. They do not engage in collective work that requires joint effort. Work Teams Work teams work intensely on a specific, common goal using their positive synergy, individual and mutual accountability, and complementary skills. Many organizations have restructured work processes around teams because managers are looking for that positive synergy that will help the organization improve performance with no or few additional inputs. Such increases are simply "potential." Problem-Solving Teams (Types of Work Teams) Problem-solving teams are teams from the same department or functional area involved in efforts to improve work activities or to solve specific problems. Members share ideas or offer suggestions on how work processes and methods can be improved, but they're rarely given the authority to implement any of their suggested actions. Self-Managed Work Team The need to get employees involved in work-related decisions and processes led to the development of the self-managed work team, which is a formal group of employees who operate without a manager and are responsible for a complete work process or segment. A self-managed team is responsible for getting the work done and for managing itself, which usually includes planning and scheduling work, assigning tasks to members, collective control over the pace of work, making operating decisions, and taking action on problems. Cross-Functional Team The third type of team is the cross-functional team, defined as a work team composed of individuals from various specialties. For example, ArcelorMittal, the world's largest steel company, uses cross-functional teams of scientists, plant managers, and salespeople to review and monitor product innovations. Virtual Team The final type of team is the virtual team. In a virtual team, members collaborate online with tools such as wide-area networks, videoconferencing, fax, email, or Web sites where the team can hold online conferences. Virtual teams can do all the things that other teams can—share information, make decisions, and complete tasks. However, they lack the normal give-and-take of face-to-face discussions. That's why virtual teams tend to be more task-oriented, especially if the team members have never personally met. Effective Teams the four key components of effective teams include: Adequate Resources (Effective Teams: Context) As part of the larger organization system, a team relies on resources outside the group to sustain it. If it doesn't have adequate resources, the team's ability to perform its job effectively is reduced. Resources can include timely information, proper equipment, encouragement, adequate staffing, and administrative assistance. Team Leadership and Structure (Effective Teams: Context) To function properly, a team needs to agree on the specifics of work and how all the team members' individual skills fit together. This requires team leadership and structure, which can come from the organization or from the team itself. Even in self-managed teams, a manager's job is to be a coach supporting the team's efforts and managing outside (rather than inside) the team. Trust (Effective Teams: Context) Members of effective teams trust each other and their leaders, which facilitates cooperation, reduces the need to monitor each other's behavior, and bonds members around the belief that others on the team won't take advantage of them. Performance Evaluation and Reward System (Effective Teams: Context) The final contextual factor of an effective team is a performance evaluation and reward system. Team members have to be accountable both individually and jointly. Therefore, in addition to evaluating and rewarding employees for their individual contributions, managers should consider group-based appraisals, profit-sharing, and other approaches that reinforce team effort and commitment. Team Composition Several team composition factors are important to a team's effectiveness. They include: Team Performance (Effective Teams: Team Composition) Part of a team's performance depends on its members' knowledge, skills, and abilities. Research shows a team needs three different types of skills. Work Design (Effective Teams: Work Design) Effective teams need to work together and take collective responsibility for completing tasks. Important work design elements that enhance team member motivation and increase team effectiveness include: Team Processes (Effective Teams: Team Processes) Variables related to effectiveness: Common plan/purpose An effective team has a common plan and purpose that provides direction, momentum, and commitment for team members. Members of successful teams put a lot of time and effort into discussing, shaping, and agreeing on a purpose that belongs to them both individually and as a team. Specific Goals Teams also need specific goals that facilitate clear communication and help teams maintain their focus on getting results. Team Efficacy Team efficacy emerges when teams believe in themselves and in their members, and believe that they can succeed. Task Conflict Effective teams also need some of the right kind of conflict, which actually improves team effectiveness. Task conflicts—those based on disagreements about task content—can be beneficial because they may stimulate discussion, promote critical assessment of problems and options, and lead to better team decisions. Note that relationship conflicts are almost always dysfunctional. Minimal Social Loafing (Effective Teams: Team Processes) Finally, effective teams work to minimize the tendency for social loafing, which can be avoided by making members individually and jointly accountable for the team's purpose, goals, and approach. Other sets by this creatorEcon 351: Cobweb Model (on test)8 terms dylan_abrams8 Econ 351: Government Intervention (test question)7 terms dylan_abrams8 Econ 351: Globalization (whole question on test)16 terms dylan_abrams8 Econ 351: Rail Transportation6 terms dylan_abrams8 Verified questionspsychology You are aware that a dog is viciously barking at you. but you are not aware of the type of dog. Later you are able to describe the type and color of the dog. This ability to process information without conscious awareness best exemplifies which of the following? a. Split brain b. Blind-sight c. Consciousness d. Cognitive neuroscience e. Dual processing. Verified answer psychology Students are accustomed to a bell ringing to indicate the end of a class period. The principal decides to substitute popular music for the bell to indicate the end of each class period. Students quickly respond to the music in the same way they did to the bell. What principle does this illustrate? a. Acquisition. b. Habituation. c. Generalization. d. Functional fixedness. e. Stimulus. Verified answer psychology What is the difference between extrinsic and intrinsic motivation? Verified answer
psychology What questions do developmental psychologists raise concerning nature versus nurture? Verified answer Recommended textbook solutions
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Which of the following types of teams in an organization is usually cross functional quizlet?
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