Individuals & Groups

Question 1

1.1.1 What is the difference between an employee and a contractor? (p. 11)

Answer 1

3 Criteria for determining: Behavioral - Financial - Type of Relationship( Pension / vacation / insurance)

Question 2

1.1.2 What are the three criteria to consider in determining status? (p. 11)

Answer 2

Behavioral: Does co. have control? - Financial: Who provides tools, covers expenses, payment - Type of Relationship: Written contractlts/ Ins. / vacation pay / pension

Question 3

1.1.3 Name and describe the six terms for types of employees. (p. 11-12)

Answer 3

1. Regular: Positions expected to continue year to year
2. Temp: Employed for a specific period of time ( usually less than 1 year * usually no benefits)
3. Full Time: Usually 35-40 H/wk & Benefits
4. Part Time: usually less than 30-40 H/wk * may or may not have Benefits
5. Exempt ( Salaried):Not entitled to Overtime
6. Non Exempt ( Hourly Employees) Entitled to overtime

Question 4

1.1.4 Describe and explain the nine personality dimensions.(p. 12-13)

Answer 4

1. The Perfectionist: knows exactly what they want, and when they want it - may be critical and judgmental of the suggestions of others
2. The Helper: main concern is to please others, and helpers enjoy knowing that their work is appreciated.
3. The Producer: motivating team players that may be seen as the office yes men. - They always get the job done correctly
4. The Connosseiur: The artistes of the organization - want to explore their deepest passions. - sensitive, base their decisions on intuition, and want to be understood. Their creativity brings a positive force to any project as intellectual stimulators
5. The Sage: quiet and prefer to observe, listen, and track every detail
6. The Troubleshooter: With a need for safety and security, Troubleshooters often worry about what could go wrong instead of what could go right - they anticipate and prepare for every possibility
7. The Visionary: optimists who often spark new and innovative ideas - They may, however, get so caught up in their own ideas that they become oblivious to what happens around them
8. The Top Dog: Informal boss, leader, or challenger. - wants to achieve power and maintain control; as such, they are perceived as strong individuals who are never
   afraid of confrontation
9. The Mediator: dealmakers and compromisers who are completely uncomfortable with confrontation - they tend to merge sides to avoid conflict. This also makes them great at empathizing with others.

Question 5

1.1.5 What are the four generational influences found in the current workplace?(p. 13)

Answer 5

1. Silent Generation: Service
2. Baby Boomers:
3. Generation X:
4. Millennial Generation:

Question 6

Major influences on and best ways to motivate each of these generational groups - Silent Generation: Service

Answer 6

1. You can work best with this generation by letting them know how much you value their expertise and their contributions, and asking them to share their experience and insight
2. Characteristics: Service Excellence - Due Process - Fair and Open - Civic Minded - Loyalty - Workin within system - Diciplined - Cautious and Conserviative
3. born between 1933 and 1945, constitute approximately 8% of the U.S. workforce. Most of them were too young to fight in World War II, but the older members of the generation lived through the economic turmoil after the depression.

Question 7

Major influences on and best ways to motivate each of these generational groups - Baby Boomers:

Answer 7

1. born between 1946 and 1964, makes up 46% of the U.S. workforce
2. They grew up trying to change the social structure of the country, rallying for causes such as civil rights, nuclear disarmament, sexual freedom, consumer advocacy, the environment, and women’s rights.
3. Characteristics: Corporate Change agents - RElationships count - Experiment - Pay your dues - Driver to Excel - Optimistic - Take it personal
4. You can work best with this generation by providing opportunities to try new assignments built on their core skills by mixing old responsibilities with new.

Question 8

Major influences on and best ways to motivate each of these generational groups - Generation X:

Answer 8

1. born between 1965 and 1976, makes up 23% of the work force.
2. Characteristics: Make it happen - Committed - Comfortable with Diversity - Feedback hungry - Self Sufficient - Entrepreneurial - Don’t take it for granted - Flexible
3. You can work best with this generation by providing flexible work hours. - Many in this generation have growing families and are concerned with spending enough time with their children.

Question 9

Major influences on and best ways to motivate each of these generational groups - Millennial Generation:

Answer 9

1. born between 1977 and 1998, was raised in a “child-centric” time. They make up 23% of the US workforce. - One third are only children, and 90% say they are close to their
   parents.
2. Characteristics: Hight Technical literacy - Multi Tasking - Hard work expected - Civic Minded - Power of the pack - Authority’s okay - Less Gender and Ethnicity issues - Educated - Manners
3. You can work best with this generation by ensuring that they have challenging work that is meaningful. They will need to be oriented to your organization’s culture and not just the job, so information on business protocol and unwritten rules is helpful.

Question 10

1.1.7 Explain Szilagyi’s basic model of motivation. (p. 17)

Answer 10

basic model of motivation incorporates needs, directions, and rewards.

Question 11

1.1.8 Identify the six steps in Szilagyi’s model. (p. 17-18)

Answer 11

1. Arousal of a need and recoginistion of that need creates a tension with the Individual that they want to reduce
2. Individual will search for and chosse particular behaviours / strategises to satisfy the need
3. Individual performs actual behaviors
4. Performance is evaluated
5. Reward or punishment is given
6. Individual evaluates whether the need was satified

Question 12

1.1.9 What is the basis for the scientific management model of motivation? (p. 18)

Answer 12

workers are motivated to produce through wage incentives. The more a worker produced the more wages he or she could earn.

Question 13

1.1.10 How does the Human Relations Model differ from the scientific one? (p. 18)

Answer 13

They discovered that employees were not motivated solely by money but by a variety of different needs.

Question 14

1.1.11 Describe the three broad areas of present-day motivation theory. (p. 18)

Answer 14

1. Content theories focus on factors that energize or arrouse motivated behavior
2. Process theories focus on how to motivate
3. Reinforement Theories focus on ways in which behavior is learned

Question 15

1.1.12 Describe Maslow’s Theory of needs. (p. 19)

Answer 15

Content Theory: hierarchy of needs, which classifies human motivation into a hierarchy of five needs

Question 16

1.1.13 Identify the different levels of needs in Maslow’s theory. (p. 19)

Answer 16

Top Pyramid to bottom:
1. Self Actualization Needs: Once all other needs have been met, people will seek self-actualization, looking for meaning and personal growth. Employees at this level will actively seek new responsibilities.
2. Esteem Needs
3. Beloningness Needs:
4. Safety & Security Needs: Safe working Environment
5. Physiological Needs: the most basic and must be satisfied first before a need at a higher level can be met.

Question 17

1.1.14 Describe Herzberg’s theory and how needs could be separated. (p. 19-20)

Answer 17

1. The Two-Factor Theory.
   - He separated responses into those related to job satisfaction (which he called motivators) and those related to job dissatisfaction (which he called hygiene factors).

Question 18

1.1.15 What are the Herzberg`s two categories? What is contained in each? (p. 20)

Answer 18

1. Dissatisfiers include salary, working conditions, and company policy.
   - Positive ratings for these factors did not lead to satisfaction, but only to the absence of dissatisfaction. These are similar to Maslow’s lower levels of needs.
2. Satisfiers include achievement, recognition, responsibility, and advancement.
   - They are similar to Maslow’s higher levels of needs

Question 19

1.1.16 What factors do these content theories fail to consider? (p. 20)

Answer 19

1. needs vary between individuals and change over time.
2. The way needs translate into behavior is widely different, as is behavior itself.
3. People from different countries and cultures rank their needs differently than Americans.

Question 20

1.1.17 What models fall into the process theory group? (p. 20)

Answer 20

Most Important Process theories:
1. Expectancy theory
2. Equity
3. Goal Setting

Question 21

1.1.18 What is Expectancy Theory? (p. 20-21)

Answer 21

Process Theory:
Tries to account for the differences between individuals and their behaviors.
1st Assumption: that behavior is determined by a combination of factors in the individual and in his environment.
2nd Assumtion: Individuals make conscious decisions about their behavior.
3rd Assumption: Individuals have different needs, desires, and goals, and finally, individuals decide between alternative behaviors based on their expectations that these behaviors will lead to a desired outcome.

• Therefore, using the expectancy approach, one would expect an employee to ask him/herself three questions.
  1. If I do this, what will be the outcome?”
  2. Is that outcome worth the effort to me?”
  3. What are my chances of achieving an outcome that is worthwhile to me?”
• Based on this theory, managers can determine the rewards each of their people value, the performance desired, and link the reward to the performance. This can be reduced to a mathematical formula

Question 22

1.1.19 What is equity Theory? (p. 21)

Answer 22

Based on the notion that an individual’s evaluation of the equity or fairness of the reward received plays a large part in his/ her motivation, performance, and satisfaction.
- This usually focuses on monetary compensation.

Question 23

1.1.20 Describe goal Setting Theory. (p. 21)

Answer 23

States that workers strive toward goals, and focus on the goal-setting process. Workers will not be motivated if they have not taken part in setting their goals or do not think that they have the skills to achieve those goals. Therefore, goals should be specific and challenging, but reachable

Question 24

1.1.21 What are the problems with process theories and how can they be overcome? (p.21

Answer 24

that they are only effective after a manager has gotten to know his/her employees, which can take time

Question 25

1.1.22 Describe reinforcement theory, both positive and negative. (p. 21-22)

Answer 25

The third school of thought on motivation deals with reinforcement theories.
- This school is mainly associated with psychologist, B. F. Skinner, and looks at how the consequences of past behaviors affect future actions.
If consequences are positive, the individual will have similar responses in similar situations.
a. If consequences are negative or unpleasant, the individual will change his/her behavior to avoid those consequences. - Therefore, much of a person’s motivated behavior is
learned.

Question 26

1.1.23 How can job design be used as a motivator? (p. 22)

Answer 26

This focuses on making jobs challenging to the employee and therefore, rewarding.
Approaches: Job rotation - Enlargement - Enrichment - Redesign
- The success of job design, however, is contingent on the manager being able to diagnose what changes are needed, what the potential effects of these changes will be, and what level of commitment is given to the changes.

Question 27

1.2 Training and career development.

Answer 27

Necessary for the survival and performance of the any organization.
- The two terms are often used interchangeably but actually have very different meanings.

Question 28

1.2.1 Identify the difference between training and development of employees. (p. 23 )

Answer 28

Training: Directed at maintaining and improving an employee’s current job performance.
- It generally involves the acquisition or improvement of a skill. - Examples are an Excel Spreadsheet Course or How to Conduct a Performance Review class

Development: Involves gaining skills for future jobs

Question 29

1.2.2 What are the four key steps to providing training and development? (p. 23)

Answer 29

1. Determine training and development needs.
2. Establish specific objectives.
3. Select training and development methods and implement programs.
4. Evaluate training and development programs.

Question 30

1.2.3 How is a needs analysis conducted? (p. 23)

Answer 30

This includes:
1. An organizational analysis, which looks at the needs of the organization now and in the future,
2. An operational analysis, which looks at the needs of specific job groups,
3. Individual analysis, which looks at the needs of individual employees.

• The result of step one should be an understanding of the requirements of the organization, tasks currently associated with specific jobs, and a clear idea of what is missing.

Question 31

1.2.4 List and define the training and development methods. (p. 24)

Answer 31

1. On-the-Job Training (OJT) – This involves training by doing. Every person in the organization eventually receives this type of train ing in their first days on the job.
2. Job Rotation – The skills of employees can be broadened by allowing them to rotate through several jobs at their level. This can produce well-rounded supervisors.
3. Apprenticeship – Technicians benefit from a formal training process involving structured classroom training combined with OJT under a qualified instructor.
4. Simulation – Employees can be trained on the same piece of equipment, located away from the workplace. This can be done for heavy equipment and complex machinery.
5. Self-Study – In order to improve skills, employees may be asked to do self-study programs either online, by video, or in hard copy. This has the benefit of saving time at work and can be used for relatively straight forward material where face-to-face instruc- tion is not needed. Workplace safety courses and HR programs such as diversity or harassment are often taught in this manner.

Question 32

1.2.5 Differentiate between efficiency and effectiveness. (p. 24)

Answer 32

Efficiency: Doing things right
Effectiveness: Doing the right things

Question 33

1.2.6 Describe what a performance framework is and the key elements. (p. 25-26)

Answer 33

Important part of the effectiveness of an organization, a performance framework should be put in place which clearly defines the following elements:

1. Performance Criteria - Performance must be judged using multi ple criteria, including effectiveness, productivity, efficiency, qual ity, safety, attendance, growth, satisfaction, motivation, innovation, adaptability, and development.
2. Level of Analysis - The selected performance criteria can be applied at various levels, for example, to individuals, groups, departments, or society in general. The selected criteria would be adjusted when evaluating each level.
3. Performance Focus - This concerns the kind of performance that is desired. It can be one of three types—maintenance (designed to maintain a specific level of activity), improvement (requires some kind of change), or developmental (related to growth or advancement).
4. Time Frame - This relates to when goals will be achieved and is

Question 34

1.2.7 Define a career. (p. 26)

Answer 34

A sequence of jobs that unfolds over time

Question 35

1.2.8 Discuss the four levels of career advancement. (p. 26)

Answer 35

Level 1 is the individual’s first job.
- The employee is a trainee or apprentice learning the necessary job skills and seeking and following directions.

Level 2 is when an individual moves to their first managerial job.
- The individual starts making real contributions to the organization but learning and skill development are still important during this stage.

Level 3 occurs when the individual is mid-career and has usually taken on more responsibility.
- Leadership roles include not only directing others’ activities, but also mentoring and training. Job changes, including cross-functional, at this stage can enhance a manager’s skills.

Level 4 happens when individuals are promoted to the higher level of management.
- They are setting goals for the future direction of the organization and have a high degree of control over important resources. Contact with people outside the organization and with other organizations has increased significantly. In addition, the indi vidual is preparing for exit. This includes choosing possible successors, grooming them, and preparing for retirement.

Question 36

1.2.9 Why is it important to understand what career stage an employee is in? Describe those stages. (p. 26-27)

Answer 36

Important in order to properly motivate the individual to perform.

Stages:
1. Entry: New co, New Job, new team - Consentrating on learning & Deveopment
2. Development: Individiual consentrates on growing and Developing
3. Balance: Professional Growth has to be slowed and work life recedes in importance
4. Exploration: Looking for something new * When they find it, they’re back to Step 1

Question 37

1.2.10 Describe Schein’s Cone Model. (p. 27)

Answer 37

Indicates that career paths can go in three different directions:
1. Vertically: Moving up or down the organizational hierarchy.
2. Radially: involves increasing or decreasing an employee’s importance or centrality in the organization
3. Circumferially: involves moving from one functional area to another. An example is moving from fleet to finance or from sales to fleet. * New specialty

Question 38

1.2.11 What question does a career preference analysis answer? Why is this important? (p. 27-28)

Answer 38

What do I want from a job or career?
- The most important elements of individual career planning are a personal resource analysis, a career preference analysis, and career goals

Question 39

1.2.12 Career goals normally consist of what two components? (p. 28)

Answer 39

time frame and criteria

Question 40

1.2.13 What specific factors would be considered career goal criteria? (p. 28)

Answer 40

1. Specific job titles.
2. Target salary.
3. Number of different jobs held during a period.
4. Number of people to be supervised.
5. Level of educational achievement.
6. Type of lifestyle wanted.
7. Level of responsibility.
8. Type, size, and growth of employing organization.

Question 41

1.2.14 What are the two factors that identify an individual’s career state? (p. 28)

Answer 41

1. The organization’s evaluation of how promotable the individual is
2. The organization’s perception of how well the individual is performing

Question 42

1.2.15 Describe the four categories that identify individual’s career state. (p. 29)

Answer 42

1. Learners or Corners considered promotobal but not net performing up to the next level ( still learning)
2. Stars- Individuals doing hight quality work / hight potentioal for advancement (fast track)
3. Solid Citizens do good or outstanding but for some reason have no chance of advancement ( largest group)
4. Deadwoods: Little or no chance of advancement ( often put in low impact jobs)

Question 43

1.2.16 The typical professional development plan includes what items? (p. 29)

Answer 43

1. Short Term Goals (1-2 years) - What needs to be accomplished to take performance to the next level? What professional goals can be achieved in the next 1-2 years?
2. Long Term Goals (3-5 years) - What professional development/ career aspirations should take place in the next 3-5 years?
3. Strengths - What specific skills, talents, and behaviors have been consistently observed over time?
4. Development Needs/Priorities - Development priorities should be a combination of specific actions, activities, and experiences that
   • will result in the highest level of performance in the current job,
   • will assist in closing the gap between “where you are” and “where you want to be”,
   • builds on individual strengths and talents, and
   • builds skills or competence in areas where their lack impedes success.

Question 44

1.2.17 Explain how to achieve a career goal. (p. 30)

Answer 44

Each goal can then be compared to the current skill level of the individual.
- The individual can then compare current skills to those needed to reach the goal and come up with a plan to achieve it.

Question 45

1.2.18 Identify the most important purposes of an evaluation system. (p. 30)

Answer 45

1. Feedback for employees on how their manager and the organization view their current performance.
2. Promotion, termination, and transfer decisions.
3. Criteria for allocating organizational rewards.
4. Criteria for evaluating the effectiveness of recruitment, selection, and placement decisions.
5. Assessing training and development needs and evaluating the success of prior training and development.

Question 46

1.2.19 What questions identify the factors that contribute to poor performance? (p. 31)

Answer 46

1. Does the person have sufficient job knowledge and skills to perform as expected?
2. Has the person been rewarded in the past for good performance?
3. Does the current job satisfy the person’s current job needs?
4. Are their outside factors that might affect job performance, such as poor co-worker relationships or inadequate working conditions?

Question 47

1.2.20 What steps make up the formal performance assessment process? (p. 31)

Answer 47

1. Analyzing a job by identifying all of the elements of that job.
2. Identifying specific performance criteria or the important elements of performance.
3. Developing specific measurement metrics.
   - To do this consider:
   • What is a valid measurement of each performance criteria?
   • How accurate is that measurement?
   • Measurements may be quantitative or qualitative in nature.
4. Establishing performance standards or what exactly constitutes good performance in a job.
5. Considering the performance assessment and interview, including the conduct, the content, and the frequency.
6. Planning for intervention or corrective action if needed. This will be determined by the actual performance assessment.
   - High performance could come with a reward of some sort and inadequate performance needs to be addressed with some form of corrective action.

Question 48

1.2.21 When considering the formal performance process what should be considered when developing specific performance metrics? (p. 31)

Answer 48

1 Thorough preparation
2. Interactive interview
3. Immediate written summarization

• In order to prepare for the evaluation interview it is important to gather and review all important information for the interview and identify the major points for discussion.
• Performance improvement plans should contain specific agreed-upon actions to improve performance along with the time-frame for completing each action and a date when performance will be reviewed again for improvement.

Question 49

2.1.1 Define group. (p. 42)

Answer 49

Collection of two or more individuals who are interdependent and interact with one another for the purpose of performing achieving a common goal

Question 50

2.1.2 What distinguishes a group from a collection of people? (p. 42)

Answer 50

The main characteristics of a group (goals, interaction, and performance)

Question 51

2.1.3 Explain the systems that groups operate with. (p. 42)

Answer 51

Open and complex systems that interact with smaller systems (the individual members) embedded within them, and the larger system (the organization within which they are embedded)

Question 52

2.1.4 What group characteristics should managers be aware of? (p. 42)

Answer 52

1. They can be rigid and formal or loose and flexible.
2. They normally develop their own internal structure, norms, values and roles.
3. They create a sense of belonging.
4. Outsiders will be treated differently than members.
5. They are formed for a purpose.
6. People in the group tend to be similar.

Question 53

2.1.5 Describe the three types of purpose groups. (p. 42)

Answer 53

1. Funtional
2. Task
3. Project

Question 54

2.1.6 Identify and describe the two group orientations. (p. 42-43)

Answer 54

Formal: Exist to carry out goals and objectives of the Organization
Informal:

Question 55

2.1.7 What can be disadvantages of informal groups? (p. 43)

Answer 55

1. The standards of behavior they develop may differ from the organization’s standards, and there can be problems if the group tries to impose their standards on the company.
2. Communication within these informal groups can lead to a “rumor mill” which may transmit false information

Question 56

2.2 Characteristics and function of groups

Answer 56

Groups develop over time. Members must become familiar with each other and working procedures need to be developed before groups can operate effectively.

Question 57

2.2.1 What are the five major characteristics of groups? (p. 43)

Answer 57

1. Group Devlopment Stages
2. Norm:
3. Status
4. Roles
5. Cohesion

Question 58

2.2.2 Describe the four stages of group development. (p 44)

Answer 58

1. Orientation: Establishing struction - setting rules - proedures - Clarifying Relationships - the emphasis is on who are group members, what do they need to accomplish, and what resources they need to accomplish it.
2. Internal problem solving: getting through problems
3. Growth and Productivity: achevied through solved problems* One of the most important stages
4. Evaluation & control: Review and Revise

Question 59

2.2.3 Define norms. (p. 44)

Answer 59

The set of rules governing appropriate behaviors , opions, and attitudes
- Group norms are the standards that are established to provide order to group activities

Question 60

2.2.4 Describe the two types of norms. (p. 44)

Answer 60

1. Behavioral: pertain to the specific behaviors of a person
2. Performance: behaviors affecting the productivity of the group
   * Norms can either support or oppose the goals of the group and the organization. - It is important for managers to understand the norms of the group

Question 61

2.2.5 Define status. (p. 44)

Answer 61

A socially defined rank givben to the group or members of the group by others. - Can determine hierarchial structure

Question 62

2.2.6 What factors determine an individual’s status? (p. 44-45)

Answer 62

1. The power a person holds over others
2. A person’s ability to contribute to group goals
3. An dividual’s personality

Question 63

2.2.7 Why can status be a good thing? (p. 45)

Answer 63

Benefits:
1. Clarification of relationships
2. Authority
3. Responsibility

Question 64

2.2.8 How can employees develop an understanding of their role in a group? (p. 45)

Answer 64

1. Important for a manager to avoid any role conflict.
2. Important to get a clarification of priorities in this case by going to one’smanager or the next individual higher.

Question 65

2.2.9 What is role conflict? (p. 45)

Answer 65

This can easily arise when one is performing multiple roles for multiple areas and has conflicting requests for things to be done

Question 66

2.2.10 Name factors that influence group cohesion. (p. 45)

Answer 66

1. Size of Group
2. Degree of mutual dependency
3. Commonality through gender, faith, skills, experience
4. Strength of Leader

Question 67

2.3.1 What is a trade union? (p. 45-46)

Answer 67

A trade or labor union is an organization run by and for workers who have banded together to achieve common goals in key areas regarding s working conditions

Question 68

2.3.2 Define collective bargaining. (p. 46)

Answer 68

The process of negotiating and andministering agreements between union & management concerning wages, working conditions, and other aspects of the work environment.

Question 69

2.3.3 Describe the history of unions in the US and Canada. (p. 46)

Answer 69

The first U.S. union was the National Labor Union (NLU), founded in 1866. It tried to bring together all the labor organizations and “eight-hour leagues” currently in existence
* Their main goal was to press for labor reforms, and they advocated for arbitration over strikes

Question 70

2.3.4 What are some of the important achievements of unions? (p. 46-47)

Answer 70

The American Federation of Labor (AFL) was founded by Samuel Gompers. By 1904, it had 1.4 million members. Gompers advocated collective bargaining to meet their goals of better wages, hours, and working conditions

*Child labor practices, improving worker safety, increasing wages, raising the standard of living, reducing the work hours in a week, providing public education for children, and bringing other benefits to working class families.

Question 71

2.3.5 Describe the union models. (p. 47)

Answer 71

1. Closed shop * Must hire directly from union
2. Union Shop employs non-union workser, but givise them limited time to become members
3. Shop requires non-union members to pay fee to union for services in negotiating contract
4. Open shop does not require union membership for workers * If member already, no fees but still get benefits

Question 72

2.4.1 What is a team? (p. 47)

Answer 72

A group of people who have been empowerd to set goals - make dicisions - solve problems * goal is to implement change

Question 73

2.4.2 Name and describe the types of team. (p. 47-48)

Answer 73

1. Improvement Teams: To improve processes
2. Work Teams: Organized around a function or group functions * usually permanant
3. Silf directed work Teams: Highest Level of Teams - Self Managemend and select their own leader and goals * Hard to obtain this level

Question 74

2.4.3 What are the key traits of an effective team? (p. 48)

Answer 74

1. Trust - Team members must be consistent in what they say and do. They must live up to their commitments.
2. Empowerment - Teams need to be vested with responsibility and given the power to make decisions and solve problems. Team leaders must be willing to share power.
3. Authentic Participation - Team members must be able to speak up and act without fear of reprisal. Leadership must encourage open communication of ideas.
4. Ability to Manage Conflict - Better decisions can be made if conflict exists; however, team members must be able to strive for a win-win solution to conflict management.
5. Basic Communications Skills - Messages must be clearly sent and received as intended. Feedback can be used to monitor communications effectiveness.
6. Use of Delegation to Help Others Learn - On effective teams, managers delegate important tasks so team members can learn and take responsibility. Team members should be doing impor tant tasks to reach a goal, and managers should be guiding with effective coaching and feedback.
7. Willingness to Embrace Innovation, Creativity and Risk-Taking - This sets a creative tone for the team. Team leaders must be willing to take chances and occasionally fail.
8. Leadership - The team must have solid direction and effective coaching and counseling to accomplish team goals and purpos es, and help team members grow and be successful.
9. Decisions-Making Skills - The best decision is one that would not have been thought of by an individual alone and is a sound solution to the problem.
10. Integration of Personalities - The most successful teams have members who compliment each other. Different personalities bring different perspectives and strengths to a team.
11. Need for Constructive Change - Successful teams must be flexible.
12. Goals and Objectives - The team must have a common purpose. Goals tell what we are going to do. Objectives tell how we are going to do it. All members need to be actively involved in the goal and objective setting process.
13. Training - This enables all members to work better as a team.

Question 75

2.4.4 According to the Tuckman model, how are teams formed? (p. 48-49)

Answer 75

1. Forming (Defining) - Clear outcome sought and purpose
2. Storming ( Planning) - A strategic plan is set
3. Norming ( Follow Through) * Manager must monitor and measure progress
4. True Team with all individuals working together

Question 76

2.4.5 Distinguish between groups and teams. (p. 49)

Answer 76

1. Groups Admin purpose - Teams think as interdependent unit
2. Groups work independintly and sometimes cross purposely - Teams promote contructive attitudes
3. Groups feel “hired hands” - Teams esablish goals
4. Groups are told what to do and how - Teams are asked to apply skills to objectives
5. Group roles may not be clear& can cause conflict- Teams have climate of trust and accept differnces
6. Group real understanding is not possible - Teams share info and explain freely
7. Groups can have unresolved conflicts - Teams turn conflict into opportunity
8. Groups do not participate in decisions / conform. - Teams make good decisions to achieve results