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PYB302 > 5. Teams and teamwork > Flashcards

5. Teams and teamwork Flashcards

1
Q

What is a team?

A

A group of people using their complementary skills together to achieve a common purpose for which they are collectively accountable.

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2
Q

what are management teams?

A

Main job is to run things – make decisions and implement strategies. Often long term and stable

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3
Q

what are advisory teams?

A

Main job is to make recommendations to decision-makers. Often short-term, focused on a specific issue

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4
Q

what are production teams?

A

Main job is to produce things, e.g., products, sales. Often long-term and stable.

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5
Q

what are the types of teams?

A 
management teams
advisory teams
production teams
self directed teams
virtual teams
cross-functional teams
problem-solving teams
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6
Q

what are cross-functional teams?

A

People from different backgrounds/areas come together to achieve a common purpose

  • Utilise different expertise and skills
  • Bring together representatives of area where work needs to be coordinated (e.g., engineering and marketing)
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7
Q

what are problem-solving teams?

A

People with specialist expertise to address an issue

May share a discipline, e.g., team of programmers to fix a software bug

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8
Q

what is the 5 stage model?

A 
Forming
Storming
Norming
Performing
Adjourning
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9
Q

what is involved in forming?

A 
Members get acquainted (polite, guarded)
Discover expectations
Evaluate value of membership
Defer to existing authority
Test boundaries of behaviour
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10
Q

what is involved in storming?

A 
Experience interpersonal conflict
Members question one another more pointedly
Compete for team roles
Influence goals and means
Begin to establish norms
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11
Q

what is involved in norming?

A 
Unity is established
Establish roles, standards, relations
Agree on team objectives
Form mental models
Develop cohesion – trust increases
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12
Q

What is involved in performing?

A

Become productivity/goal oriented, committed
Coordinate efficiently
Build high levels of cooperation and trust
Resolve conflicts quickly

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13
Q

What is Tuckman’s theory of limitations of the 5 stage model?

A

How much time is required for each stage to develop?
When is a stage accomplished?
All members need to be at first meeting as bonding may occur really quickly -
Latecomers may have issues integrating
Implies a linear model - In groups that bond quickly stages may occur simultaneously or not at all
National culture

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14
Q

What does a team/group contract involve?

A 
Shared identity
Performance expectations
Initial task/role allocations
Targeted “early success”
Managing performance (e.g., social loafing)
Adjourning event
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15
Q

what are team roles?

A

set of tasks or expectations associated with a position in the team. e.g. leader, expert, liaison

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16
Q

what are models of team roles?

A

Many models have been developed

Belbin’s team roles/preferences

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17
Q

What are the three categories of roles in Belbin’s model?

A

Social Roles
Thinking Roles
Action Roles

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18
Q

What are the social roles?

A

Resource Investigator
Teamworker
Coordinator

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19
Q

What are thinking roles?

A

Plant
Monitor evaluator
Specialist

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20
Q

What are action roles?

A

Shaper
Completer finisher
Implementer

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21
Q

What are the strengths of the plant role?

A

Creative, imaginative, free-thinking. Generates ideas & solves difficult problems

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22
Q

what are the weaknesses of the plant role?

A

Ignores details. Too preoccupied to communicate effectively

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23
Q

What are the strengths of the monitor evaluator?

A

Sober, strategic and discerning. Sees all options and judges accurately.

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24
Q

what are the weaknesses of the monitor evaluator?

A

Lacks drive and ability to inspire others. Can be overly critical.

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25
Q

what are the strengths of the specialist?

A

Single-minded, self-starting, dedicated. Provides knowledge and skills in rare supply.

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26
Q

what are the weaknesses of the specialist?

A

Contributes only on a narrow front. Dwells on technicalities

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27
Q

what are the strengths of the implementer?

A

Practical, reliable, efficient. Turns ideas into actions and organises work that needs to be done.

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28
Q

what are the weaknesses of the implementer?

A

Somewhat inflexible. Slow to respond to new possibilities.

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29
Q

what are the strengths of the Completer Finisher?

A

Painstaking, conscientious, anxious.

Searches out errors. Polishes and perfects.

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30
Q

what are the weaknesses of the Completer Finisher?

A

Inclined to worry unduly. Reluctant to delegate.

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31
Q

what are the strengths of the shaper?

A

Challenging, dynamic, thrives on pressure. Has the drive & courage to overcome obstacles.

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32
Q

what are the weaknesses of the shaper?

A

Prone to provocation. Offends people’s feelings.

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33
Q

what are the strengths of the coordinator?

A

Mature, confident, identifies talent. Clarifies goals. Delegates effectively.

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34
Q

what are the weaknesses of the coordinator?

A

Can be seen as manipulative. Offloads own share of the work.

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35
Q

what are the strengths of the Team Worker?

A

Co-operative, perceptive and diplomatic.

Listens and averts friction.

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36
Q

what are the weaknesses of the Team Worker?

A

Indecisive in crunch situations. Avoids confrontation.

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37
Q

what are the strengths of the Resource Investigator?

A

Outgoing, enthusiastic, communicative.

Explores opportunities & develops contacts.

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38
Q

what are the weaknesses of the Resource Investigator?

A

Overoptimistic. Loses interest once initial enthusiasm passed.

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39
Q

What are the two questions in relation to Belbin’s model?

A

Is this model scientifically valid?

Is this model practically useful?

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40
Q

What is the against case of Belbin’s model according o Furnham?

A

“Alpha coefficients for the eight roles were not impressive and factor analysis did not provide clear evidence of the proposed structure… suggested a more simple solution”

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41
Q

What is the against case of Belbin’s model according o Senior?

A

“On the basis of research with a sample of 352 experienced managers, the results throw doubt on the existence of 9 independent team roles”

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42
Q

What is the against case of Belbin’s model according o Fisher?

A

“…modelling revealed that the Belbin team roles fit easily into a “Big Five” five-factor personality framework.”

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43
Q

What is the for case of Belbin’s model according to van Dierendonck & Groen?

A

“…discriminant and convergent validity for the instrument as a whole is good; a small effect could be contributed to method variance”

“It clearly makes sense to differentiate among the nine team roles”

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44
Q

What is the for case of Belbin’s model according to van Belbin?

A

Usefulness
“…the [Belbin Inventory] as self-standing psychometric test does not exist…[it] was considered a quick and useful way of intimating to readers what their own team roles might be.”

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45
Q

Team diversity

A

The degree to which objective or subjective differences exist between group members

46
Q

Homogenous teams

A

(low diversity teams)
Similar characteristics
Shared understandings helps coordination

47
Q

Heterogenous teams

A

(high diversity teams)
Demographic: e.g., age, gender, ethnicity
Functional (task-related): e.g., knowledge, skills, abilities
Personality: e.g., extraversion, agreeableness
Attitudes/values: e.g., openness to change

48
Q

What are the reasons used to promote diversity in teams/management?

A

social justice and performance

49
Q

How does performance effect diversity?

A

evidence is very mixed/contradictory

evidence of complex, contextual relationships

50
Q

what is the diversity-consensus dilemma?

A

diversity can expand available skills and perspectives and may increase task performance

diversity can increase coordination difficulties

  • can decrease task performance
  • can make it harder to find consensus. especially in early stages of team life (storming, norming)
51
Q

What is involved in team performance?

A

Team characteristics
team effectiveness
team processes
organisation

52
Q

team characteristics

A

Task types
Performance standards
Composition
Role allocation

53
Q

team effectiveness

A

Task performance
Member satisfaction
Team viability

54
Q

team processes

A

Development
Norms
Cohesiveness
Interaction quality

55
Q

Organisation

A

Structure
Leadership
(Co-) location
Reward structures

56
Q

what are the characteristics of highly motivated and productive teams?

A 
high performance standards
maintain clear discretion
skilled members
clear role expectations
challenging (bit achievable) goals
57
Q

what are the processes of highly motivated and productive teams?

A 
well-coordinated tasks and roles
model positive behaviours
constructive feedback
boundary/spanning
work toward early "success"
Clear communication & information sharing
58
Q

what are common issues in teams that influence performance?

A 
Social loafing
Social facilitation
Role ambiguity/overload/underload 
Cohesiveness
Decision-making
59
Q

social loafing

A

Spreading responsibility may reduce individual performance.
Each individual’s contribution is less critical
Sometimes reacting to perceived unfairness of group processes

60
Q

what are the responses to social loafing?

A

indispensability
fairness
identifiability

61
Q

Indispensability

A

assign unique roles and tasks to each member

62
Q

fairness

A

set up fair group processes that involve everyone

63
Q

identifiability

A

make team members accountable for their actions

e.g., reports on progress, with evidence

64
Q

What is the equation of social loafing in student project teams?

A 
(knowledge, skills and abilities 
-MINUS-
Dispensability of contributions
\+PLUS+
Identifiable contributions)

PLUS

Demographic diversity
-MINUS-
Fairness of group process 
-MINUS- 
identifiable contributions

EQUALS

social loafing

65
Q

social facilitation

A

In the presence of others, people favour their dominant responses. This can lead to worse performance in area where skills/confidence are low

66
Q

What is the appropriate response to social facilitation?

A

Training, coaching, mentoring to improve weaker skills

67
Q

role ambiguity

A

People aren’t sure of their roles

68
Q

role overload/unload

A

Too much/too little expected of team member

69
Q

role convlict

A

includes intrasender
intersender
person-role
inter-role

70
Q

intrasender

A

leader (or others) gives a team member conflicting messages about what they should prioritise in their own work

71
Q

intersender

A

conflicting expectations from different team members

72
Q

person-role

A

expectations conflict with a person’s values/needs (e.g., engage in unethical activity)

73
Q

inter-role

A

conflicting expectations from different aspects of a person’s life (e.g., study v work v family)

74
Q

What is a method for overcoming role issues?

A

Role negotiations (and renegotiation)

75
Q

role negotiation (and renegotiation)

A

open communication: readiness to report ambiguity, overload, underload, and conflict
team members regularly discuss, clarify, and agree on roles
negotiate shifts in roles with changing circumstances

76
Q

team cohesion

A

The attractiveness of the group to its members, together with their motivation to remain as part of the group.

77
Q

Three components of team cohesiveness?

A
  1. Members are attracted to group
  2. Members want to remain part of the group
  3. Members work to maintain positive relationships with other group members
78
Q

What are the factors of cohesiveness?

A

group level
environmental factors
organisational factors

79
Q

group level factors of cohesiveness

A

Members have similarities
Past successes
Small enough group to allow face to face interaction
Frequent interaction of members

80
Q

environmental factors of cohesiveness

A

Degree of isolation
External threats
Favourable self-evaluation of group
Rewards

81
Q

organisational factors of cohesiveness

A

Physical conditions
Technology
Job design

82
Q

High cohesiveness + negative performance norms

A

low performance

high resistance to change

83
Q

high cohesiveness + positive performance norms

A

high performance

high resistance to change

84
Q

low cohesiveness + low negative performance norms

A

moderate/low performance

low resistance to change

85
Q

low cohesiveness + positive performance norms

A

moderate performance

low resistance to change

86
Q

What are the approaches to decision-making?

A 
lack of response
authority-rule
minority rule
majoity rule
unanimity
consensus
87
Q

lack of response

A

present ideas without discussion; agree on first acceptable one

88
Q

authority-rule

A

leader decides

89
Q

minority rule

A

an assertive/powerful few

90
Q

majority-rule

A

e.g. voting

91
Q

unanimity

A

everyone agrees

92
Q

consensus

A

differing views, but all agree to support decision

93
Q

Strengths of Lack of response

A

Low conflict

94
Q

Strengths of Authority-rule

A

Usually quick; appropriate when leader has expertise/ experience

95
Q

Strengths of Minority rule

A

Can reduce indecision – those who care most win

96
Q

Strengths of majority rule

A

Can break gridlock where progress is stalled

97
Q

Strengths of unanimity

A

Ideal outcome to motivate action

98
Q

Strengths of consensus

A

Fairness – allows all views to be valued; reduces alienation & competing coalitions

99
Q

Weaknesses of lack of response

A

Can lead to poor decisions due to lack of critical reflection

100
Q

Weaknesses of authority rule

A

Requires high leader expertise/ experience

101
Q

Weaknesses of minority rule

A

Majority resistance can harm implementation

102
Q

Weaknesses of majority rule

A

Can create coalitions (winners/losers)

103
Q

Weaknesses of unanimity

A

Time-consuming - often very difficult to achieve

104
Q

Weaknesses of consensus

A

Can be time-consuming

105
Q

What is the preferred approach to decision-making?

A

No one approach is always “best” – needs to fit situation

Consensus/unanimity often preferred for complex team decisions

106
Q

why is consensus/unanimity preferred?

A

Incorporates more information, knowledge, and expertise

Team members more likely to understand and support decision

107
Q

what are the steps to achieving consensus/unanimity?

A
  1. Encourage participation by everyone
  2. Consider others’ opinions, reactions, & points of view. be flexible in considering different options and try to integrate ideas where possible
  3. Don’t prioritise avoiding (constructive) conflict
    discuss disagreements to inform later opinions
    don’t use coin tosses to avoid conflict
    don’t change your mind just to reach agreement
108
Q

Group polarisation

A

The tendency for a group to make decisions that are more extreme than the initial inclination of its members.
The behaviour a group uses to make riskier decisions

109
Q

Explanations for polarisation

A

More evident with higher levels of group cohesion

Diffusion of responsibility
risk as a norm
familiarity
leadership

110
Q

group think

A

Generally occurs at very high levels of management

Desire for unanimity leads to failure to consider other alternatives and consequences

Stands in the way of good decision making

111
Q

group think process

A

from top of triangle

  1. Curtailed discussion – go with dominant decision
  2. Information limited
  3. Expert opinion not used
  4. Decisions and potential outcomes not audited

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