14-1

Bateman Snell

Management Competing
in the
New Era

5th
Edition
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
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Managing Teams

Session Outline
The Contributions of Teams
Benefits of Groups
The New Team Environment
How Groups Become Teams
Building Effective Teams
Managing Lateral Relationships

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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Learning Objectives
After attending this session, you will know:
 how teams contribute to your organization’s effectiveness
 what makes the new team environment different from the old

 how groups become teams

 why groups sometimes fail

 how to build an effective team

 how to manage your team’s relationships with other teams

 how to manage conflict

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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The Contributions Of Teams

Building block
for organization
structure
Force for Force for
innovation productivity

Effects on
Force for organizations Force for
change quality

Force for Force for

speed cost reduction

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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Benefits Of Groups
For the organization For the individual
•Accomplish tasks that could not be •Aid in learning about the organization
done by individuals alone and its environment
•Bring multiple skills and talents to •Aid in learning about oneself
bear on complex tasks
•Provide help in gaining new skills
•Provide a vehicle for decision making
•Obtain valued rewards that are not
that permits multiple views
accessible through individual initiative
•Provide a means for controlling
•Directly satisfy important personal
individual behavior
needs, especially social needs
•Facilitate changes in policies or
procedures
•Increase organizational stability
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
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The New Team Environment

Definitions
 working group - collection of people who work in the same
area or have been drawn together to undertake a task
do not necessarily come together as a unit and achieve significant
performance improvements
 team - small number of people with complementary skills
who are committed to a common purpose, set of performance
goals, and approach for which they hold themselves mutually
accountable
real teams are more fully integrated into the organizational
structure
authority of teams is increasing

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The New Team Environment

(cont.)
Types of teams
 work teams - make or do things like manufacture, assemble, sell,
or provide service
arewell defined and a clear part of the organization’s structure
composed of a full-time, stable membership

 project and development teams - work on long-term projects

disband when the work is completed
 parallelteams - operate separately from the regular work
structure on a temporary basis
do work that is not normally done by the standard structure
recommend solutions to specific problems

do not have the authority to act

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-8

The New Team Environment

(cont.)
Types of teams (cont.)
 management teams - coordinate and provide direction to
subunits
integrate work among subunits
authority based on hierarchical rank

responsible for the overall performance of the organization

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-9
The New Team Environment
Traditional environment
•Managers determine and plan the
work
•Jobs are narrowly defined
•Cross-training is viewed as
inefficient
•Most information is “management
property”
•Training for nonmanagers focuses
on technical skills
•Risk taking is discouraged
•People work alone
•Rewards based on individual
performance
•Managers determine “best methods”
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
Team environment
•Managers and teams jointly determine
and plan the work
•Jobs require broad skills and knowledge
•Cross-training is the norm
•Information is freely shared
•Continuous learning requires training
for all
•Encourage and support measured risk
taking
•People work together
•Rewards based on contributions to the
team and individual performance
•Everyone works to improve methods
and processes
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Team Autonomy Continuum

T Q pe H Se Se Se
wo rad u
cir ali wo rfor igh m lf- lf-
rk itio cle ty wo i-au m d
gr n a s rk ma
rk ton te ana te esig
ou l te nc am g am n
ps am e gr om s i ng s ing
s ou o
ps us

Low team autonomy High team autonomy

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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The New Team Environment

(cont.)
Self-managed teams
 autonomous work groups in which workers are trained to do all
or most of the jobs in a unit
 have no immediate supervisor

 make decisions previously made by first-line supervisors

 compared to traditionally managed teams, self managed teams

appear to:
be more productive
have lower costs

provide better customer service

have better safety records

be more satisfying for members

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-12

The New Team Environment

(cont.)
Self-managed teams (cont.)
 traditionalwork groups - have no managerial
responsibilities
supervised by first-line manager
 qualitycircles - voluntary groups of people drawn from
various production teams who make suggestions about
quality
have no authority to make decisions or execute
 semiautonomous work groups - make decisions about
managing and carrying out major production activities
still get outside support for quality control and maintenance
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
14-13

The New Team Environment

(cont.)
Self-managed teams (cont.)
 autonomous work groups (self-managing teams) - control
decisions about and execution of a complete range of tasks
fullyresponsible for an entire product or an entire part of a
production process
 self-designing teams - control the design of the team
responsibilities comparable to those of autonomous work
groups

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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How Groups Become Teams

Group activities
 forming - members lay the ground rules for what types of
behavior are acceptable
 storming - hostilities and conflict arise

people jockey for positions of power and status

 norming - members agree on shared goals
norms and closer relationships develop
 performing - group channels its energies into performing its
task
 declining - deterioration of a group

 adjourning - termination of a temporary group

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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How Groups Become Teams

(cont.)
Transnational teams
 work groups composed of multinational members whose
activities span multiple countries
 often are geographically dispersed and psychologically distant

 work on highly complex projects of considerable importance

 teams require several skills

advocacy skills - build team’s legitimacy

catalytic skills - work with a variety constituents, build

commitment, reward members for contributions

integrative skills - emphasize excellence, coordinate problem

solving, and measure progress and results

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

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How Groups Become Teams

(cont.)
The passage of time
 groups are open to formative experiences at critical periods
forming period - rules, norms, and roles are established that set long-
lasting precedents
midway period - occurs between initial meeting and a deadline

 realization that time is becoming a scarce resource

 group must “get on with it”

 sufficient time to change the approach if necessary

Why groups sometimes fail

 not easy to build high-performance teams
 giving up control to teams is difficult for some managers

 not knowing and doing what makes teams successful

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Stepping Up To Team Leadership

Team leadership
Participative leadership Build trust and
Supervisory leadership inspire teamwork
Involve people
Facilitate and support
Direct people team decisions
Get input for
decisions Expand team
Explain decisions Develop individual capabilities
performance
Train individuals Create a team identity
Coordinate group
effort Make the most of
Manage one-on-one team differences
Resolve conflict
Foresee and
Contain conflict influence change
Implement change
React to change
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
14-18

Building Effective Teams

Criteria for team effectiveness
 productive output - standards of quantity and quality
 satisfaction of member needs

 commitment to work together - remain viable with good

prospects for future successes

A performance focus
 commitment to a common purpose
 common understanding of how team will work together

 norms developed for examining performance strategies

 purpose translated into measurable performance goals

 feedback on team performance

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-19

Building Effective Teams (cont.)

Motivating teamwork
 social loafing - being less productive when in a group
occurs when individuals believe that:
 their contributions are not important
 others will do the work for them

 their lack of effort will go undetected

 social
facilitation - working harder when in a group than when
working alone
occurs when individuals:
 are concerned with what others think of them and when they want to
maintain a positive self-image
 know each other and can observe each other

 have clear performance goals and culture supportive of teamwork

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-20

Building Effective Teams (cont.)

Motivating teamwork (cont.)
 generated by designing the team’s task to be motivating
thetask is meaningful
team members accountable to one another, not just the boss

 best motivation is tying rewards to team performance

assumes that performance can be measured validly
differential rewards for member’s contributions should be made by

the team itself

Member contributions
 members should be selected and trained to be effective
 teams require technical, problem-solving and decision-making,

and interpersonal skills

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
14-21

Building Effective Teams (cont.)

Norms
 shared beliefs about how people should think and behave
 from the organization’s standpoint, norms can be positive or

negative
 generally apply to all team members

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-22

Building Effective Teams (cont.)

Roles
 differentsets of expectations for how different individuals
should behave
 two important sets of roles must be performed

task specialist - have more job-related skills and abilities

 have more decision-making responsibilities
 provide instructions and advice

maintenance specialist - develop and maintain harmony

 team leaders - build commitment and confidence
manage relationships with outsiders
deal with obstacles in the way of team performance

create opportunities for team members

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-23

Building Effective Teams (cont.)

Roles (cont.)
 coach - management representative to whom the team
reports
not a true member of the team
helps the team understand its role in the organization

acts as a resource to the team

Cohesiveness
 degree to which:
the
team is attractive to its members
members are motivated to remain in the team

members influence one another

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-24

Building Effective Teams (cont.)

Cohesiveness (cont.)
 Importance of cohesiveness
contributesto member satisfaction
impacts performance depending upon the task and team norms

 The task
in decision making tasks, cohesive team subject to groupthink
 to make a good decision, team should establish a norm of
constructive disagreement
iftask involves producing tangible output, cohesiveness can
enhance performance
 Performancenorms - cohesive groups are more effective at
norm enforcement
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
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Cohesiveness, Performance
Norms, And Group Performance
Performance Norms
Low High

Low Poor goal attainment and Moderate goal attainment

Cohesiveness

task performance and task performance

High goal attainment

High (group’s perspective) High goal attainment
and lowest task performance and task performance
(management’s perspective)

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-26

Building Cohesiveness And High

Performance Norms
Recruit members
with similar
attributes
Tie rewards to High entrance
team performance and socialization
standards
Team
Cohesiveness
Present a
and Keep the team
challenge from
outside the team
Performance small

Be a Help team succeed

participative and publicize its
leader successes
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
14-27

Managing Lateral Relationships

Managing outward
 gatekeeper - role that spans team boundaries
scans environment for relevant information
 team’sstrategy dictates the mix of internally versus externally
focused roles
informing strategy - entails concentrating on the internal team
process to achieve a state of performance readiness
 subsequently, outsiders informed of teams intentions
parading strategy - entails simultaneously emphasizing internal team
building and achieving external visibility
probing strategy - requires team members to interact frequently with

outsiders to diagnose customer needs and experiment with solutions

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-28

Patterns Of Working
Relationships
Work flow Service
relationships relationships

Lateral
Liaison Advisory
role
relationships relationships
relationships

Stabilization Audit
relationships relationships
Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved
14-29

Managing Lateral Relationships

(cont.)
Intergroup conflict
 some conflict may be constructive for the organization
 many things cause great potential for destructive conflict

 tensions and anxieties likely to arise in teams that are:

demographically diverse
from different parts of the organization

composed of contrasting personalities

 teams must:
accept differences and conflict
learn to use differences to their advantage

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-30

Managing Lateral Relationships

(cont.)
Managing conflict
 aim is to make conflict productive
 people benefit from conflict when:

a new solution is implemented, the problem is solved, and it is

unlikely to emerge again
work relationships have been strengthened and people believe they

can work together in the future

 four-stage dispute resolution process
investigate take action
decide decide
 don’tallow dysfunctional conflict to build
 procedural justice is important

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-31

Managing Lateral Relationships

(cont.)
Conflict styles
 two dimensions used to distinguish among styles
assertiveness- how much people strive to satisfy their own concerns
cooperativeness - degree of focus on satisfying other party’s concerns

 different styles are necessary at different times

 collaboration is the ideal approach when both sets of concerns are

valid, a creative solution is needed, and when commitment to the

solution is vital for implementation
superordinate goals - higher-level organizational goals toward which
all teams should be striving

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved

14-32

Conflict Management Strategies

Cooperativeness
Uncooperative Cooperative
Assertive Competing Collaborating
Assertiveness

Compromising

Unassertive Avoiding Accommodating

Copyright © 2002 by The McGraw-Hill Companies, Inc. All rights reserved