Whetten Dms08 Ppt 09
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Transcript of Whetten Dms08 Ppt 09
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-1
Chapter 9: Building Effective Teams and
Teamwork
Developing Management Skills
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-2
Learning Objectives
• Diagnose and facilitate team development
• Build high-performance teams• Facilitate team leadership• Foster effective team membership
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-3
TeamsGroups of people who are interdependent, interact with each other, and see themselves as a unique entity.
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-4
A Team Metaphor
Effectives teams are like geese,• They both have interdependent
members• They are more efficient working
together• They create their own magnetism
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-5
A Team Metaphor (con’t)
• They do not always have the same leader
• Members care for and nurture one another
• They cheer for each other• They have a high level of trust
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-6
The Team Explosion
• 79% of Fortune 1000 companies use self-managed teams
• 91% use employee work groups• More than 2/3 of college students
participate in teams
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-7
Team and Performance
Teams can improve performance by:
• Cutting staffing costs• Reducing errors• Improving decision making• Improving employee relations
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-8
A Team Example
Logistical Support for the United States Armed Services in the 1990 Persian Gulf War.
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-9
Pagonis’ Team
• 122 million meals• 1.3 billion gallons of fuel• Tanks, planes, ammunition, etc• 500 new traffic signs in different
languages• 500 tons of mail each day• 70,000 contracts
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-10
Stages of Team Development
1. Forming2. Norming3. Storming4. Performing
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-11
Groupthink
When the preservation of the team takes precedence over good decisions and problem solving.
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-12
Janis’ Examples of Groupthink
•Cuban Missile Crisis•Bay of Pigs
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-13
Symptoms of Groupthink
• Illusion of invulnerability
• Shared stereotypes• Rationalization• Illusion of morality
• Self-censorship• Direct pressure• Mind-guarding• Illusion of
unanimity
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-14
Resolving Groupthink
• Critical evaluators• Open discussion• Subgroups• Devil’s advocate• Second-chance meetings
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-15
Xerox Dissemination Process
Insert figure 9.2
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-16
Attributes of High Performing Teams
• Performance outcomes• Specific, shared purpose and vision• Mutual, internal accountability• Blurring of formal distinctions• Coordinated, shared work roles
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-17
Attributes of High Performing Teams
• Inefficiency leading to efficiency• Extraordinarily high quality• Creative continuous improvement• High credibility and trust• Clarity of core competence
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-18
Leading Teams
Two critical factors:• Developing credibility and
influence• Establishing a motivating vision and
goals
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-19
Developing Credibility
• Demonstrating integrity• Being clear and consistent• Creating positive energy• Building a base of agreement
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-20
Developing Credibility
• Using one-sided and two-sided arguments appropriately
• Encouraging team members to help them personally improve
• Sharing information
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-21
Team Leadership and Goals
SMART Goals• Specific• Measurable• Aligned• Realistic• Time-bound
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-22
Effects of Goals on Performance
Insert figure 9.3
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-23
Everest Goals
• Represents ultimate achievement• Clear and compelling• A unifying focal point• Builds team spirit
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-24
Examples of Everest Goals
Henry Ford – Affordable cars for employeesMasaru Ibuka – Sony to overcome image of Japanese qualitySteven Jobs – One computer for every person on the planetSam Walton – Wal-Mart to become a trillion-dollar company
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-25
Team MembershipTeam members not only need clear goals, they needs roles to help facilitate task accomplishment and group cohesion.
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-26
Task Facilitating Roles
• Direction giving• Information
seeking• Information giving• Elaborating• Urging
• Monitoring• Process analyzing• Reality testing• Enforcing• Summarizing
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-27
Relationship Building Roles
• Supporting• Harmonizing• Tension Relieving• Confronting
• Energizing• Developing• Consensus building• Empathizing
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-28
Blocking Roles
• Dominating• Overanalyzing• Stalling• Remaining passive• Over-generalizing• Fault-finding
• Premature decision making
• Presenting opinions as facts
• Rejecting• Pulling rank• Resisting• Deflecting
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-29
Feedback
Many managers are afraid of correcting bad behaviors because they don’t want to offend employees.
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-30
Rules for Effective Feedback
• Focus on behaviors• Focus on observations• Focus on descriptions• Focus on a specific situation
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-31
Rules for Effective Feedback
• Focus on here and now• Focus on sharing ideas and
information• Give feedback that is valuable• Give feedback at an appropriate
time and place
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-32
Management Skills for High Performing Teams
Insert figure 9.4
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-33
Behavioral Guidelines
• Diagnose the stage that your group is in to facilitate team development
• Provide structure in the forming stage, support in the norming stage, independence in the storming stage, and foster innovation in the performing stage
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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 9-34
Behavioral Guidelines
• Develop credibility as a prerequisite to leading a team
• Establish SMART and Everest goals• Encourage performance of task and
relationship leader roles• Confront blocking behaviors• Provide effective feedback
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Copyright ©2011 Pearson Education, Inc. publishing as Prentice Hall