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OD > Lecture 2 - Team development, diversity and deviance > Flashcards

Lecture 2 - Team development, diversity and deviance Flashcards

1
Q

Why study teams?

A

Work is increasingly structured in teams
Teams are the most relevant organizational unit for employees
Culture often resides at the team level

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2
Q

Group vs team

A

Task orientation: high coordination to attain goals
Purpose: formed for a reason; collective; time-based
Interdependence: high (teams)
Formal structure: high, formal rules and duties
Familiarity: high; aware of/interact with people at work

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3
Q

Team design components

A

Goal clarity
Task structure
Diversity/composition
Team functioning
Performance norms

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4
Q

Goal clarity

A

How well does the team understand its goal?

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5
Q

Task structure

A

Task coordination: how do we make individuals task fit together?
Task regulation: the degree to which members can control their own task behaviors

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6
Q

Team functioning

A

Goal directed distanced: high task orientation, low relationship orientation
Goal directed involved: high task orientation, high relationship orientation
Unidirected distances: low task orientation, low relationship orientation
Unidrected involved: low task orientation, high relationship orientation

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7
Q

Performance norms

A

How well should we perform our tasks?

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8
Q

Bruce Tuckman’s group development model

A
  1. Forming: Group members meet, establish goals, and test relationships.
  2. Storming: Conflicts arise as members assert opinions and roles.
  3. Norming: Group establishes norms, cohesion, and collaboration.
  4. Performing: Members work efficiently toward shared objectives.
  5. Adjourning: Group disbands after achieving goals.
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9
Q

Susan Wheelan’s interactive model of group development

A

Teams go through different/recursive developmetal stages (dependency & inclusion, counterdependency & fight, task & structure, work & productivity, adjourn)

In developing across stages, three dimensions change:
- Task orientation
- Socio-economic orientation
- Leadership style

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10
Q

Integrative model of group development

A
  1. Dependency & Inclusion
    Task: Leader allocates tasks.
    Leader: Directive.
  2. Counterdependency & Fight
    Task: Clarify goals.
    Leader: Challenged.
  3. Trust & Structure
    Task: Build trust & structure.
    Leader: Coach
  4. Work & Productivity
    Task: High performance.
    Leader: Delegating.
  5. Adjourning
    Task: Evaluate & disband.
    Leader: Facilitates termination.
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11
Q

Why is team learning important in relation to OD?

A

Teams are the fundamental learning unit in organizations
Organizations rely on teams that can learn in order to be effective and competitive
When teams do not learn, it is likely an organization will not be able to adapt to environmental changes

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12
Q

The process of team learning behaviors by Edmondson and Kowlowski & Bell

A
  1. Team Learning Behaviors: Team members share what they know, and they learn from others outside their team too.
  2. Emergent States: Over time, the team starts learning together and becoming stronger as a group.
  3. Team Learning Outcomes: The team gets better at working together, performing well, and coming up with creative solutions.
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13
Q

Shared mental model

A

Overlapping knowledge shared by the entire team - if somebody leaves, you still know the same

Penguings knowing what a fish is

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14
Q

Transactive memory systems

A

Team member awareness of what information is shared - if somebody leaves or comes in, there is a gap in the transactive memory system

Penguins know what a fish is but they each know different species

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15
Q

What do teams learn and when?

A

Dependecy and inclusion: formation of climate
Counterdependency and fight: negotiating tasks, goals and needs
Task and structure: role and task coordination
Work and productivity: further development of role network

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16
Q

Dynamic model of team learning over time

A
  1. External knowledge
  2. Team knowledge process (cognition, action, reflection)
  3. Collective knowledge over time
  4. Legend: how knowledge flows between team members and their interactions
  5. Sensitive: recognition of learning triggers, decompose existing knowledge
17
Q

Variation/disruption in team learning

A

New information is complex
Learning trigger is in conflcit with existing collective knowledge
Content is susceptible to change
Members enter or exit the team

18
Q

Team diversity

A

Diversity is a characteristic of a group that reflects the differences between individuals based on various attributes.

19
Q

When does diversity improve team effectiveness

A

Positive outcomes: Team diversity can foster creative ideas, better decision-making, innovation, improved performance, flexibility, and openness.

Negative outcomes: It may also cause miscommunication, prejudice, exclusion, productivity loss, and worse performance.

Team effectiveness: Outcomes from team diversity ultimately impact the team’s performance, productivity, and functioning.

20
Q

Demorgaphic diversity vs functional diversity

A

Demographic diversity: surface level
Functional diversity: deep level (different competenices, skills)

21
Q

Does the type of team diversity determine effectiveness?

A

If you get to functional diversity, teams are most effective - it is directly linked to the task
All types of diversity can lead to positive/negative outcomes, so team diversity does not really matter

22
Q

Categorization-elaboration model

A

Team diversity leads to better performance, when process of team elaboration (learning, problem-solving) takes place

23
Q

Social identity theory

A

Social categorization: differentiation of team members in ‘us’ and ‘them’ can lead to subgroup formation which in turn leads to negative stereotypes and discrimination

24
Q

Information/elaboration perspective

A

Team elaboration: sharing knowledge, critical reflection, consecutive conflict, feedback and discussion and integration

For example, one team member might know a lot about math, another about storytelling, and another about design. Together, they can create something amazing that none of them could do alone.

25
Q

Difference between categorization-elaboration model and information elaboration perspective

A
  1. Categorization-elaboration model
    - Diversity only works when teams work together to share their ideas
    - It’s about HOW diversity helps make teams better
  2. Information elaboration perspective
    - Diversity works because it gives the team better ideas, but only if they avoid teamwork problems.
    - It’s about WHY diversity works
26
Q

Bias in decision-making

A

Groupthink
Social loafing
Dominant leader
Diffusion of responsibility

27
Q

Does it matter how we operationalize diversity?

A
  1. Dispersion: index to measure the extent to which team members differ from each other
    - If everyone is very different (like in age, background, or skills), the dispersion score is high. If everyone is similar, the dispersion score is low.
  2. Faultlines: combinations of different forms of diversity can correlate with each other, causing more or less subgroup formation
28
Q

How to measure them?

A

Objective measures:
- determine composition of the group index (faultine, or other inde)
Subjective measures:
- the perception of group members in how different people are on a certain attribute (self-report)

29
Q

Why do individuals conform to group norms?

A
  1. To reduce uncertaity
  2. To fit in
30
Q

Deviance

A

Violation of group norms
Negative: failure to live up to important group norms
Positive: individuals can deviate by contributing more to the group

31
Q

Dissent

A

The expression of disagreemet with group norms, group action, or a group decision

32
Q

Motives for deviance and dissent

A
  1. Disengagement, disloyalty or disrespect
  2. Moral rebellion
  3. Desire to express difference, individuality, and uniqueness
  5. Tangible rewards and instrumental gain
33
Q

Normative Conflict Model of Dissent

A

Group members can either conform or dissent based on their loyalty to the group’s success

  • Loyal vs disloyal/disrespect
  • Deviance out of group loyalty vs deviance out of not being invested enough
34
Q

Moral rebellion

A

Individuals who give priority to following personal convictions over group norms when individual and group norms clash

35
Q

Desire to express difference

A

Fundamental need for uniqueness
Pronounced when everyone is following the same rules and norms just to obey

36
Q

Tangible rewards and instrumental gain

A

Fraud, stealing, selling obscure products
Impostorism: individuals beaking group norms by pretending to be genuine group members

37
Q

Why groups reject deviance and dissent

A

Groups force individuals to conform to resolve threats to:
- Group positivity: groups want to maintain a positive image

  • Group cohesion: groups need to stick together
  • Group distinctiveness: groups like to feel special from other groups
  • Group locomotion: groups have a shared goal they want to move towards
38
Q

When are dissenters and deviants tolerated?

A
  • First-time offender
  • Severity of action
  • Power position of dissenter
  • Stage of group formation
39
Q

What is the value of dissent and deviance?

A
  1. Dissent:
    - Improves decision-making
    - Enhances creativity and innovation
  2. Deviance:
    - Affirms group values, clarifies norms, how they are distinct from other groups
    - Draws attention to alternative forms of behavior and thereby allows for cultural change

OD (21 decks)

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