Lecture 3: Teams

Question 1

Task interdependence

Answer 1

degree to which the team task requires reciprocal interaction of members

Question 2

What are teams?

Answer 2

an interdependent collection of individuals who work together towards a common goal and share responsibility for specific outcomes for their organization

Question 3

Outcome interdependence

Answer 3

extent to which members depend on one another in achieving personal & group outcomes such as gymnastics in comparison to football in which everyone has the same outcome

Question 4

Cohesion

Answer 4

A dynamic and social process reflected in the tendency of a group to stick together and remain united to pursue goals and objectives. It is an emergent state which develops during team interactions and describes team member’s attitudes and feelings

Question 5

Social cohesion

Answer 5

Spending time together outside of practice and genuinely like for each other

Question 6

Task cohesion

Answer 6

Working well together during practice and competitions

Question 7

What has research found on cohesion and performance?

Answer 7

Large relationships between task cohesion and performance, moderate relationships between overall cohesion and performance, small relationships between social cohesion and performance. Social cohesion can make you happy to work together but not that effective

Question 8

What are moderators?

Answer 8

Gender: larger effects in mixed teams
Skill level: larger effects in recreational and college-level teams

Question 9

What is the direction of causality btw cohesion and performance?

Answer 9

Impact of performance on cohesion is stronger than impact of cohesion on performance. More of a reciprocal process and can become a vicious cycle but only looked at in a non-sport context

Question 10

Team socialization tactics

Answer 10

• how to integrate new members
• process by which an individual requires the social knowledge and skills to assume an organizational role (can include various norms etc)
• team socialization can lead to a stronger social identity development of team members

Question 11

Social identity

Answer 11

Part of individual self-concept that derives knowledge about their membership in a social group with value and emotional meaning of that membership

Question 12

What is the input-process-output framework?

Answer 12

Involves input variables (organizational context, task characteristics, team composition, coach variables) then process variables (team roles, norms, decision-making, communication, coordination and cohesion) which leads to output variables (performance, member satisfaction, innovation)

Question 13

What is the more advanced conceptual framework?

Answer 13

Member attributes and group environment-> group structure-> group cohesion -> group processes -> group products and individual products

Question 14

Team socialization model

Answer 14

Socialization tactics-> task and social cohesion
or
Socialization tactics-> social identity-> task and social cohesion

Question 15

Different types of team socialization

Answer 15

Coach-initiated role communication tactics- degree to which coaches provide new players with individual role info when joining group
Serial socialization tactics- degree to which older players share task info with newcomers
Social inclusionary tactics- degree to which group social activities coordinated for newcomers

Question 16

What were the results found?

Answer 16

Serial socialization tactics and social inclusionary tactics led to task and social cohesion. But, social identity mediates the effect of coach-initiated tactics on cohesion

Question 17

Mediators of cohesion performance link

Answer 17

• collective efficacy (shared belief in conjoint capability to organize and execute the courses of action required to produce given levels of attainment (higher effort and setting harder goals)
• team goals is making yourself vulnerable to another based on positive expectations of another’s actions and behaviour-> damaged trust can lead to communication problems
• communication and coordination

Question 18

What is coordination and what does it depend on?

Answer 18

• arranging team members’ actions so that, when they are combined, they are in suitable relation for
  the most effective result
• depends on type, timing, location

Question 19

What are the individual-level social-cognitive explanations?

Answer 19

• accumulate domain specific info through experience and practice
• integrating of learned info into the current task
• mental representation of current task and future changes which leads to response options

Question 20

What are the team-level social cognitive explanations?

Answer 20

Shared-knowledge states/ shared mental models (common understanding and internal representation of knowledge in team members)

Question 21

What are the shared knowledge states prior to the game?

Answer 21

Includes planning on different levels:
- outcome so winning the game by two goals which is an intention
- design like play attacking soccer at high tempo (scheme)
- procedures like attacking down on center (strategy)
- operations like making a specific pass to someone (tactics)

Question 22

What are the shared knowledge states in game?

Answer 22

• more dynamic and rapidly developing to predict situations
• flexible adaptation of strategies like updating shared knowledge states

Question 23

Describe the 4 different types of group tasks

Answer 23

Additive Tasks: The contributions of all group members are combined to achieve a goal.
Disjunctive Tasks: The success of the group depends on the performance of the best member.
Conjunctive Tasks: The group’s performance is determined by the weakest member.
Compensatory Tasks: The group’s performance is based on the average performance of all members

Question 24

Describe the 4 different types of teams

Answer 24

Independent Teams: Members work individually but are part of a larger group.
Reactive Teams: Members respond to each other’s actions but do not need to coordinate their efforts.
Coactive Teams: Members perform their tasks simultaneously but do not interact directly.
Interactive Teams: Members work closely together and must coordinate their actions to achieve a common goal.

Question 25

What is the phase model of team development?

Answer 25

Forming: Team members get to know each other and establish ground rules.
Storming: Conflicts arise as team members assert their opinions and roles.
Norming: The team begins to resolve conflicts and establish norms for collaboration.
Performing: The team functions effectively towards achieving its goals.
Adjourning: The team disbands after achieving its objectives.

Question 26

Ringelmann effect and social loafing

Answer 26

Ringelmann Effect: This phenomenon describes the tendency for individual effort to decrease as group size increases.
Social Loafing: This occurs when individuals exert less effort in a group setting than they would when working alone.

Question 27

What makes social loafing more likely?

Answer 27

Lack of accountability: When individual contributions are not identifiable.
Perceived dispensability: When members feel their effort is not crucial to the group’s success.

Question 28

How to prevent social loafing?

Answer 28

Establish clear roles and responsibilities for each team member.
Set specific, measurable goals for the team.
Foster a strong team identity to enhance commitment and accountability.

Question 29

What is the core idea of social identity theory?

Answer 29

The core idea of Social Identity Theory is that individuals categorize themselves and others into social groups, which influences their behavior and attitudes. This categorization affects self-esteem and can lead to in-group favoritism and out-group discrimination, impacting group dynamics and cohesion

Question 30

What is identification and its core processes?

Answer 30

Identification refers to the process by which individuals align themselves with a group or social category. The three processes of identification include:
Cognitive Processes: Understanding and recognizing the characteristics of the group.
Affective Processes: Developing emotional connections and feelings of belonging to the group.
Evaluative Processes: Assessing the value and significance of the group to oneself, which can influence behavior and attitudes towards the group

Question 31

What is the team/group socialization process?

Answer 31

Investigation Stage: Potential members assess the group and vice versa.
Socialization Stage: New members learn the norms and values of the group.
Maintenance Stage: Members work to maintain their roles and relationships within the group.
Resocialization Stage: Members may need to adapt to changes within the group or their roles.
Remembrance Stage: Reflecting on the group’s history and individual

Question 32

What are the factors relating to group cohesion?

Answer 32

Environmental Factors: Example: Proximity of group members (e.g., training together).
Personal Factors: Example: Individual motivation levels (e.g., commitment to the team’s goals).
Leadership Factors: Example: Leadership style (e.g., democratic vs. autocratic leadership).
Team Factors: Example: Team norms (e.g., shared values and expectations)

Question 33

What is role ambiguity and its key areas?

Answer 33

Role ambiguity refers to the uncertainty individuals may have regarding their responsibilities and expectations within a team. The four important areas for one’s role in a team include:
Role Clarity: Understanding specific tasks and responsibilities.
Role Acceptance: Willingness to accept and fulfill the role.
Role Conflict: Navigating conflicting expectations from different team members.
Role Performance: The ability to effectively execute the role’s responsibilities

Question 34

What is social compensation?

Answer 34

Social compensation is the phenomenon where individuals in a group increase their effort to compensate for the expected lack of performance from other group members. This typically occurs when a stronger performer perceives their partner as unreliable or lacking ability, leading them to work harder to ensure a good group outcome

Question 35

How do social identity theory and social impact theory explain social loafing?

Answer 35

Social Identity Theory (SIT): This theory posits that individuals derive part of their identity from the groups they belong to. When group members feel a strong identification with their group, they are less likely to engage in social loafing, as they want to maintain a positive group image.
Social Impact Theory: This theory suggests that the presence of others in a group situation dilutes the social impact on any one individual. As attention is distributed among group members, the motivation to perform may decrease, leading to social loafing .

Question 36

What is the Kohler effect?

Answer 36

The Köhler effect refers to the phenomenon where the weakest member of a group increases their effort in a collective performance situation compared to when they perform individually. This effect occurs primarily in conjunctive tasks, where the group’s success depends on the performance of the weakest member.

Question 37

What are the theoretical explanations for the Kohler effect?

Answer 37

Social Comparison: Weaker individuals may engage in social comparison, recognizing their inferiority in the task and thus setting goals to match or outperform stronger group members, fostering competition within the group.
Indispensability of Contribution: In conjunctive tasks, the performance of the group is determined by the weakest member, which can motivate them to exert more effort to avoid being the limiting factor in the group’s success