Ch 13: Teams Flashcards
What does research indicate about the success of quality circles?
a. They are most successful in the short term.
b. They are most successful in the long term.
c. They are successful in both the short term and long term.
d. They are generally not successful.
a. They are most successful in the short term.
All of the following are true of project teams except:
a. They are ongoing and have a long history that helps them develop cohesiveness.
b. Team members come from different departments or functions.
c. They are created to solve a particular problem or set of problems.
d. They are dependent upon client preferences.
a. They are ongoing and have a long history that helps them develop cohesiveness.
A(n) _______________ has control over a variety of its functions including planning shift operations.
a. project team
b. quality circle
c. autonomous work group
d. virtual team
c. autonomous work group
_____________ include exchanging ideas without criticism, whereas _____________ include soliciting team members’ feedback on the process the team is using to accomplish its goals.
a. Virtual-collaboration skills; virtual-communication skills
b. Virtual-communication skills; virtual-collaboration skills
c. Virtual-socialization skills; virtual-collaboration behaviors
d. Virtual-collaboration behaviors; virtual-socialization skills
d. Virtual-collaboration behaviors; virtual-socialization skills
All of the following are team inputs except:
a. Team task
b. Team composition
c. Norms
d. Organizational context
c. Norms
Shared mental models:
a. are a method for team members to employ similar thought processes.
b. are organized ways for team members to think about how the team will work.
c. allow for the study and measurement of individual thought processes.
d. bring together like-minded individuals to create a more cohesive team.
b. are organized ways for team members to think about how the team will work.
Team norms may develop through all of the following except:
a. Mandatory directives issued by the organization.
b. Explicit statements by team members.
c. The first behavior pattern that emerges in the team.
d. Carry-over behaviors from past situations
a. Mandatory directives issued by the organization.
The tendency called for groups to make decisions that are more extreme than those made by individuals is called:
a. Extremity phenomenon
b. Extreme thinking
c. Group polarization
d. Group shift
c. Group polarization
The five stages of group development include the forming and norming stages. All of the following are also stages except:
a. Performing
b. Storming
c. Conforming
d. Adjourning
c. Conforming
All of the following are commonly-used team training strategies discussed in the text except:
a. Team leader training
b. Cross-training
c. Team coordination training
d. Team process training
d. Team process training
Interdependent collection of individuals who work together toward a common goal and who share responsibility for specific outcomes for their organizations.
Team
Work group arrangement that typically involves 6 to 12 employees who meet regularly to identify work-related problems and generate ideas to increase productivity or product quality.
Quality circle
Team that is created to solve a particular problem or set of problems and is disbanded after the project is completed or the problem is solved; also called an ad hoc committee, a task force, or a cross- functional team.
Project team
Team that consists of frontline employees who produce tangible output.
Production team
Specific kind of production team that has control over a variety of functions, including planning shift operations, allocating work, determining work priorities, performing a variety of work tasks, and recommending new hires as work group members.
Autonomous work group
Team that has widely dispersed members working together toward a common goal and linked through computers and other technology.
Virtual team
Behaviors that characterize virtual team interactions, including exchanging ideas without criticism, agreeing on responsibilities, and meeting deadlines.
Virtual-collaboration behaviors
Skills used in virtual team interactions, including soliciting team members’ feedback on the work process used to accomplish team goals, expressing appreciation for ideas and completed tasks, and apologizing for mistakes.
Virtual-socialization skills
Skills used in virtual team interactions, including rephrasing unclear sentences or expressions so that all team members understand what is being said, acknowledging the receipt of messages, and responding within one business day.
Virtual-communication skills
A model that provides links among team inputs, processes, and outputs, thereby enabling an understanding of how teams perform and how to maximize their performance.
Input–process–output model of team effectiveness
Organizational context
Task characteristics
Team composition
Input Variables
Norms Decision making Communication Coordination Cohesion
Process Variables
Productivity/Performance
Member satisfaction
Innovation
Output Variables
The attributes of team members, including skills, abilities, experiences, and personality characteristics.
Team composition
Organized way for team members to think about how the team will work; helps team members understand and predict the behavior of their teammates.
Shared mental model
Differences in observable attributes or demographic characteristics such as age, gender, and ethnicity.
Demographic diversity
Differences in underlying attributes such as skills, abilities, personality characteristics, attitudes, beliefs, and values; may also include functional, occupational, and educational backgrounds.
Psychological diversity
Informal and sometimes unspoken rules that teams adopt to regulate members’ behavior.
Norms
Reduced group performance that occurs when team members expend their energies in different directions or fail to synchronize or coordinate their work.
Coordination loss
Reduced motivation and performance in groups that occurs when there is a reduced feeling of individual accountability or a reduced opportunity for evaluation of individual performance.
Social loafing
Degree to which team members desire to remain in the team and are committed to team goals.
Cohesion
Mode of thinking that group members engage in when they are deeply involved in a cohesive group and when their desire for agreement overrides their motivation to appraise alternative courses of action realistically.
Groupthink
Tendency for groups to make more extreme decisions than those made by individuals.
Group polarization
Tendency for groups to make more risky decisions than individuals; related to the more general phenomenon of group polarization.
Risky-shift phenomenon
The Productivity Measurement and Enhancement System; a motivational approach that uses goal setting, rewards, and feedback to increase motivation and performance.
ProMES
Theory proposed by Belbin that effective teams contain a combination of individuals capable of working in nine team roles; used by organizations and management consultants in Europe and Australia to assess and develop teams.
Team-role theory
Training that involves rotating team members through different positions on the team so that they can acquire an understanding of the duties of their teammates and an overview of the team’s task.
Cross-training
Training of the team’s leader in conflict resolution and team coordination.
Team leader training
A team training intervention in which team members learn to diagnose the team’s problems and develop effective solutions.
Guided team self-correction training
Training that involves teaching team members about sharing information, managing conflict, solving problems, clarifying roles, and making decisions; used to help team members learn to employ the resources of the entire team effectively.
Team coordination training
Cultural dimension that affects whether managers and employees focus on short-term or long-term goals.
Time horizon
