Brown Eaod8 Ppt 10 721b

Chapter 10 Team Development Interventions

Chapter 10 Slide 1

An Experiential Approach to Organization Development 8th edition Copyright ©2011 Pearson Education, Inc. Publishing as Prentice Hall

Learning Objectives  Identify how team development techniques fit into OD

program.  Recognize team problems and why teams may not be operating at optimum capacity.  Understand and experience process of team development.

Chapter 10 Slide 2


Topics Covered  Organizing around teams

 The Team approach  The need for team development  Cohesiveness and groupthink

 The purpose of team development  The team development process  Outdoor experiential laboratory training  Role analysis and role negotiation

Chapter 10 Slide 3


Organizing Around Teams  A team is a group of individuals.  Complementary skills.  Depend upon one another to accomplish common purpose or

set of purpose goals.  Hold themselves mutually able.

Chapter 10 Slide 4


Teamwork  Work done when subordinate personal prominence

for the good of the team.  of effective teams are open and honest with one another, there is and trust, there is a high degree of cooperation and collaboration, decisions are reached by consensus, communication channels are open and well developed, and there is a strong commitment to the team’s goals.  Many management theorists see team-based organization as wave of future. Chapter 10 Slide 5


Team Approach  Many organizations increase productivity by implementing

team-based programs.  The coordination of individual effort into task accomplishment is most important when the of a team are interdependent.  Interdependence refers to:  One person’s performance contingent upon how someone else

performs.  The US Army believes that individuals perform better when

they are part of a stable group; they are more reliable, and they take responsibility for the success of the overall operation. Chapter 10 Slide 6


Sport Teams As a Model  Football.  Involves sequential interdependence.

 Baseball.  Pooled interdependence.

 Team somewhat independent of one another.

 Basketball.  Exhibits highest degree of interdependence.

Chapter 10 Slide 7


Team Building  Team building major OD intervention.

 Team building and team development are used

interchangeably.  Team building is used for increasing the communication, cooperation, and cohesiveness of units to make them more productive and effective.  Team building is an intervention where the of a work group examine such things as their goals, structure, procedures, culture, norms, and interpersonal relationships to improve their ability to work together effectively and efficiently. Chapter 10 Slide 8


Reasons for Using Team Development  Work group basic unit of organization.  Provides for change.  Operating problems of work groups often sources of inefficiency.  Teams or work groups often have difficulty in operating effectively. The

problems that inhibit effective operation include:  lack of clear objectives  interpersonal differences or conflicts  ineffective communication  difficulty in reaching group decisions and

 Inappropriate power and authority levels in the group

 Team development techniques are used in change programs to increase work

team effectiveness. The work team reviews and evaluates its own functioning and develops improved work and relational patterns.  The emphasis is on the exploring the team’s functioning and processes, usually with the help of a practitioner’s process interventions. Chapter 10 Slide 9


Need for Team Development  Teams are primary unit in organization.  Two types of teams:  Natural work team (related work, structure of the organization

design).  Temporary task team (groups meet for limited periods to work on a specific project or problem and disband after they solve it).  Need for team development varies with situation.  Example: Cisco has made teamwork a critical part of bonus plans, especially for top executives. CEO John Chambers has implemented a policy where 30 percent of the annual bonus would depend on how well the executive collaborates with others. “It tends to formalize the discussion around how can I help you and how can you help me,” says one of the top executives. Chapter 10 Slide 10


Three Categories Requiring Teams  Situations that require interaction tend to fall into three

categories:  Simple.  Complex.

 Problem.

 The kind of task to be performed determines whether a

team is required or not.

Chapter 10 Slide 11


Figure 10.1 Situation Determines Teamwork

Chapter 10 Slide 12


Simple Situations  People working alone and no need to involve others.  Little team development necessary.

 There is no need to involve others except to along or obtain

information. The involvement of others may slow down the organization’s functions.  Managers operating in a simple situation focus on their responsibilities, do not involve others in their work, and, therefore, avoid wasting valuable time.  Good social skills are important, but team development is not needed for work groups involved with simple situations.

Chapter 10 Slide 13


Simple Situations  Examples;  The work is structured so that the tasks that make it up are highly 

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  Chapter 10 Slide 14

independent of other tasks. There is one person who is obviously more of an expert on the subject than anyone else, and those affected by the decision acknowledge and accept that expertise. There is an obvious correct answer. The task or problem is part of someone’s regular job assignment, and it was not his or her idea to form the team. There is little or no interest in the issue. The involvement of others will not contribute to the issue, nor would their knowledge or expertise be increased by the team experience. The reward or pay is based on individual performance and not on the collective performance of the team. There is no time for discussion. Employees work more happily and productively alone. An Experiential Approach to Organization Development 8th edition Copyright ©2011 Pearson Education, Inc. Publishing as Prentice Hall

Complex Situations  Information must be shared to complete task.  Input is not required from all of the group’s , and the level of

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Chapter 10 Slide 15

the input is not deeply personal. handle them by cooperating with one another. For example, they assist each other in getting out the quarterly financial statements. Acting alone, no one person would have enough information or time to complete the statements, so information is shared and help one another. Team development is not essential, but it is recommended because need to cooperate and negotiate with one another and coordinate their activities. Good interpersonal skills are required, including the ability to compromise, to see situations from another member’s point of view, to negotiate, to persuade, to listen, and to share information. An Experiential Approach to Organization Development 8th edition Copyright ©2011 Pearson Education, Inc. Publishing as Prentice Hall

Problem Situations  Unusual and unprecedented situations.  Has impact outside of individual’s influence.  For example, a company that is planning to introduce a new product must work

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effectively not only in the various departments that formulate plans but also between departments to arrive at a general strategy. The uncertainty involved with these types of problems and the need to involve others in the solutions requires a team-building approach. Why? Some situations; When the work is designed to be done by a team. To allow those who know something about the subject to become involved. To build and enhance employee commitment, because teams offer increased levels of participation in decisions. To build consensus and commitment on a controversial issue. To work on a problem that does not belong to any one person. When rewards are based on team performance rather than individual performance. To allow more creative discussions by pulling together people of unusual and different backgrounds and interests. etc

Chapter 10 Slide 16


Operating Problems of Teams (part 1 of 3)  When individuals are brought together to work on some problem or goal of the

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organization, they are likely to develop a complex pattern of behaviors, interactions, and feelings. A primary function will be to preserve the norms of the team and protect it from outside pressures perceived to be threats. Those who receive rewards from the team and its norms represent a core of “regular” . At the other extreme are the “isolates”, who have little to do with the others and seem to have little interest in and need for observing the norms. The team also satisfies several important individual needs. If these needs are frustrated by organizational obstacles, problems will arise both for the individual and for the work organization. The satisfaction of social needs such as affiliation, acceptance, and status is important for most people, and often these needs are partially met through the team. Work teams provide emotional and identity for their . The lack of is noticeable when work teams are dissolved, as in an organization or company takeover. Work teams also serve the valuable purpose of helping individuals to attain goals and accomplish tasks.

Chapter 10 Slide 17


Figure 10.2 Sources of Team Problems

Chapter 10 Slide 18


Operating Problems of Teams (part 1 of 3)

 Goals – Individuals often have difficulty in defining and clarifying their

goals, and in work teams the problem is multiplied. Objectives are often misunderstood, confused, or changed without any definite clarification. Similarly, teams tend to lose their purpose and direction, and goals require testing from time to time to figure out whether they are going full steam but in the wrong direction.

 Member needs – As previously noted, teams fill several needs of

individuals, and frequently the satisfaction of completing the task is overemphasized at the expense of the social and personal needs of team . Interpersonal differences, conflicts, or misunderstandings may hinder team effectiveness. may take sides and reject any compromise, or they may attack one another in subtle ways. Such interpersonal “garbage” or hang-ups need to be brought out and resolved.

Chapter 10 Slide 19



 Norms - The team must develop norms about its behavioral patterns. In

some cases the norms lead to behavior that is antisocial and dysfunctional for the organization. For example, groups with strongly antisocial climates appear to have significant influence on the antisocial actions of their . If team comprise a tightly knit group, they are more likely to match their level of antisocial behavior to that of the group.  Homogeneous - Groups that are homogeneous tend to produce homogeneous ideas. Creative ideas and projects tend to come from groups that have diverse backgrounds and interests.  Decision-Making - Another frequent source of difficulty in teams is the way decisions are made. Decisions may be made by authoritarian decree, by majority rule, or by unanimous rule. Each method has advantages and disadvantages. There is a good deal of evidence showing that decisions implemented by who use consensus rules are more effective. Chapter 10 Slide 20



 Leadership - One key issue for teams is the degree of power and

control that the have over themselves and others. Groups sometimes suffer from low participation, boredom, or apathy. Some groups and individuals function better in a more structured, authoritarian situation, whereas others do not. For example, production units may operate better with more structure, whereas research groups probably do better with more independence.  Size – A work team can consist of as few as two or as many as 25 or 30, but five to seven is generally considered the most effective size. People on a small team behave differently from those on a large team. A team of two or three is generally too small to be effective, whereas 12 is probably the upper limit for the to interact with every other member. With even larger teams, there is a greater likelihood that sub-teams of five to seven will form to handle specific concerns. For example, Bank One Corp.’s COO, Jamie Dimon, says that he prefers to work in small groups, where managers cannot hide. He says it is also easier to make changes in small groups. Chapter 10 Slide 21


Cohesiveness and Groupthink (part 1 of 2)  Cohesiveness.  Unity that of group have for one another.  Group behavior.  Cohesiveness can improve group performance, but it can

also make the need for uniformity more important than the need for high-quality decisions.  High degree of cohesiveness can result in groupthink.

Chapter 10 Slide 22


Cohesiveness and Groupthink (part 2 of 2)

 Groupthink is a theoretical framework posited by Irving Janis

to describe the problems of group cohesiveness.  Groupthink refers to “a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when the striving for unanimity overrides their motivation to realistically appraise alternative courses of action.”  Groupthink.  Deterioration of reality testing.  Results from group pressures.

 Likely to happen when agreement becomes dominant force.  Tends to outweigh consideration of alternatives. Chapter 10 Slide 23


Cohesiveness and Groupthink  Eastman Kodak Company’s insular management is an example of

groupthink. The physical location of Kodak in Rochester, New York (where it has been located for over a century),means that managers have little chance to mix with counterparts from other companies. Fortune magazine has called Kodak a champ, maybe the champ, of inbreeding and insularity.  The social lives of many of its employees revolve around company events. At Kodak, consensus has become the norm, and confrontation is frowned upon.  Groupthink may also explain some of the poor decisions made by corporate boards of directors in the early 2000s.This may be especially true of corporations that formerly had been successful for long periods. Chapter 10 Slide 24


Purpose of Team Development  To integrate goals of individual and group with goals of

organization.  Work teams can only achieve this if they spend some time on the process of team interaction, that is, on how they work together and what they accomplish.

Chapter 10 Slide 25


Team Development (part 1 of 2)  The development of a smoothly functioning team is just as demanding and

precise in an organization as in many sports activities, but few work teams ever examine their performance.  A typical reason is “We’re too busy.” Yet it is difficult to imagine an effective basketball or football team too busy to practice or to review its performance.  This is what team development is all about. It is an intensive examination of team operation focuon how function as a team, and how they can overcome operating problems and improve their efficiency.

Chapter 10 Slide 26


Team Development (part 2 of 2)  Every team has its own structure, norms, and values, and of the

team tend to do things in certain ways. Team are often more loyal to fellow team than to the organization. Because of these characteristics, team development techniques are used to clarify goals and priorities, to examine how decisions and communication are functioning, and to recognize how the relationships among team influence output.  Thus the goals of team development include:  Identify objectives, set priorities.  Examine team performance.  Analyze group process.  Improve communications.  Improve problem-solving ability.  Increase cooperation.  Work more effectively with other teams.  Increase respect of other team . Chapter 10 Slide 27


Two Types of Activities  Team Development process involves 2 types of activities;

 Family group diagnostic meetings.

 Aimed at identifying group problems.  Family group team-building meetings.

 Aimed at improving team’s functioning.

Chapter 10 Slide 28


Team Development Meeting Has Two Objectives  

Chapter 10 Slide 29

Task or work agenda of group. Processes by which work on the task.


General Procedure of Training for Team Development: Step 1: Step 2: Step 3: Step 4: Step 5: Step 6:

Chapter 10 Slide 30

Initiate team development meeting. Set objectives. Collect data. Plan the meeting. Conduct the meeting. Evaluate team development process.


Outdoor Experiential Laboratory Training  Takes people who work together.  Places in outdoor setting with exercises.  Hastens discussions surrounding leadership styles and team

work.  After exercise team discusses:  What they learned.  How it applies to work.

Chapter 10 Slide 31


The Outdoor Lab Process    

 

Chapter 10 Slide 32

Assessment of team prior to training. Orientation meeting held with participants. Exercises selected to fit abilities. Team participates in exercises. Team reflects on process. Team follows with goal setting and plans.


Cautions of Using Outdoor Labs  Safety is major concern.  Participation is voluntary.  Participants should have fun, labs not to become too serious.

Chapter 10 Slide 33


Role Negotiation  Directed at work relationships among team .  The technique involves a series of controlled negotiations

between participants. During the role negotiation, managers frankly discuss what they want from one another and explain why.

Chapter 10 Slide 34


Steps in Role Negotiations  Contract setting.

Each member prepares a list for each of the other with three headings: (a) things to do more, (b) things to do less, and (c) things to do the same.  Issue diagnosis.

Each member writes out a master list combining the lists written about him or her and posts it on the wall. are asked to clarify any items that need explanation.  Role negotiation.

After the clarification, decide which items they want most and form into pairs to negotiate, usually with a third party to help in the process.  Written role negotiation agreement.

The outcome of the role negotiation is written down and spells out the agreements and concessions that each party finds satisfactory. Chapter 10 Slide 35


Role Analysis  Another team development intervention, called role analysis  

 

Chapter 10 Slide 36

technique (RAT); Designed to clarify roles expectations of . Role ambiguity - team member not fully knowing what others expect. Role conflict - difference between expectations of team member and actual behavior. Role analysis used to clarify role discrepancies.


Steps in Role Analysis 1. 2. 3.

4.  

Chapter 10 Slide 37

Role incumbent describes role as they see it. Others may add or modify. Role incumbent expectations of others. Others expectations of role incumbent. Role incumbent makes summary. Each member completes above steps. Role profiles are periodically reviewed.


OD Application Virtual Teams  Virtual team meetings use advance technology to help people

collaborate.  Advancements in technology has made meetings seem more life-like.  GE and P&G use virtual teams with employees, suppliers, and customers.

Chapter 10 Slide 38


 Advanced telepresence systems use:  Large high definition monitors.

 Video cameras.  High speed communication lines.

 Reasons for growth in telepresence:  Expensive air travel.

 Fast pace of organizations.  Technology becoming more advance.  Employees comfortable with new technologies.

Chapter 10 Slide 39


OD Application Groupthink at the White House  Janis Irving books on groupthink looked at major U.S.

foreign policy fiascoes.  President Obama aware of research on groupthink regarding foreign policy.  He used term several times at news conferences upon taking office.

Chapter 10 Slide 40


 Nov ‘08: Echo chamber can keep out fresh voices.You start

engaging in groupthink.  Dec ’08:You get wrapped up in groupthink and everybody agrees with everything.  Feb ’09: I'm not interested in groupthink, which is why the board reflects broad cross-section of experience.

Chapter 10 Slide 41


OD Application EcoSeagate and Team Development  Each year Seagate Technology brings employees together for

an outdoor lab.  EcoSeagate team development takes place in desolate area of New Zealand.  Teams composed of 5 people.

Chapter 10 Slide 42


 Composition based on mix of:  Physical ability, level within company, sex, nationality, and

personality.  Lab takes place over 5 days.  Teams go through competitive events.  Each team learns how to work together.

 No quantitative results of outdoor labs.  Criticism comes from stockholders for event costing $2

million.

Chapter 10 Slide 43


KEY WORDS AND CONCEPTS  Group cohesiveness.  Attractiveness group has for its .

 Groupthink.  Describes problems of group cohesiveness.

 Interdependence.  Person’s performance contingent on how someone else

performs.

Chapter 10 Slide 44


 Natural work team.  People coming together because of related jobs.

 Outdoor experiential laboratory training.  People who work together placed in outdoor setting.  Allowed to experiment with leadership styles and teamwork.

Chapter 10 Slide 45


 Role ambiguity.  Role incumbent unaware of expectations by others.

 Role analysis.  Team development method for clarifying role expectations.

 Role conception.  Person’s own ideas about appropriate role behavior.

Chapter 10 An Experiential Approach to Organization Development 8th edition ©2011 Pearson Education, Inc. Publishing as Prentice Slide 46 Copyright Hall

 Role conflict.  Discrepancy between role conception and others’ expectations.

 Role expectations.  Behaviors expected for member by other team .

 Role negotiation.  Team building technique involved at negotiations between

participants.

Chapter 10 Slide 47


 Team.  Group of individuals who depend on one another to accomplish

objective.  Team building.  Work group examines goals, structure, and norms to improve

ability to work together.  Team development.  Also called team building.

Chapter 10 Slide 48


 Teamwork.  Work done by subordinating personal prominence for

good of team.  Temporary task team.  Groups meeting for limited time to work on problem.

Chapter 10 Slide 49


OD Skills Simulation 10.1 Organization Task & Process  Purpose:  To experience interpersonal and team issues.  To experience interdependence among .

Chapter 10 Slide 50


OD Skills Simulation 10.2 Team Development  Purpose:  To experience interdependence among  To work on improving team processes.

Chapter 10 Slide 51


OD Skills Simulation 10.3 Role Analysis Team Development  Purpose:  To give you practice in the role analysis technique of team

development.

Chapter 10 Slide 52


Preparations for Next Chapter  Read Chapter 11.

 Prepare for OD Skills Simulation 11.1.  Read and familiarize yourself with rules of Disarmament Game.  Complete Step 1.

 Read and analyze Case: The Exley Chemical Company.

Chapter 10 Slide 53


Chapter 10 Slide 54


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